3rd Grading Science

I.
Objectives
1. Observe materials at home and their use
2. Classify household materials according to use

II. Subject Matter: Household Materials and Their Uses
References:
BEC IV.1
Into the Future Science and ealth! "" 112# 11$
Materials:
%ifferent household materials! chart
Science Ideas:
ousehold materials are used in various &ays' "ersonal body care "roducts! cleaning
agent! medicine! farm chemicals and food.
Science Processes:
Observing! describing! classifying
III. Learning ctivities
. Pre!arator" ctivities
#. Revie$
(hat are the common household materials)
o& are these materials used)
%. Motivation
%o you *no& ho& to use the different household materials at your
home)
Cite one material and tell ho& this is used at home.
&. 'evelo!(ental ctivities
#. Presentation
+et the "u"ils &rite on the board t&enty materials found at home.
+et them read these &ritten materials.
,s*' %o you *no& ho& these t&enty materials are used)
%. ctivit" -by grou".
a. Com"lete the table &ith the materials listed on the board according to their
use.
/ersonal Body
Care /roducts
Cleaning
,gent
0edicine
Farm
Chemical
1itchen
(ares
Food
1
). 'iscussion
-%iscuss the table as. Each grou" discusses each of the uses.
2rou" 1' o& are the materials used as "ersonal body care "roducts)
2rou" 2' o& are the materials used as cleaning agent)
2rou" 3' o& are the materials used as medicine)
2rou" 4' o& are the materials used as farm chemicals)
2rou" 5' o& are the materials used as *itchen &ares)
2rou" 6' o& are the materials used as food)
*. +enerali,ation
(hen do &e say that a material is a body care "roduct! a cleaning agent!
medicine! farm chemical! *itchen&are or food)
'. !!lication
Classify the follo&ing according to use'
1. alcohol
2. fungicide
3. muriatic acid
4. /almolive bath soa"
5. roll# on7 deodorant
I-. .valuation
Com"lete the fish bone ma" by &riting materials according to the use &ritten.
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BO%: C,9E
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2
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-. ssign(ent
Can a material be both a cleaning agent and a "ersonal body care "roduct) 2ive
e;am"les.
I. Objectives
1. Identify food "reservatives and additives
2. %escribe ho& food "reservatives and additives are used
II. Subject Matter: Materials used at Ho(e: /ood Preservatives and dditives
References:
BEC III.1.1 to III.1.2
Into the Future Science and ealth! "". 114.
Science and ealth 6! "". 115# 116
Materials:Food &ra""ers! tin can &ra""ers! "ictures of materials used at home
Science Ideas:
1. Food "reservatives are substances that "revent or slo& do&n the gro&th of
microorganisms such as bacteria! fungi and viruses.
2. Food additives are substances added to food &hich is used to im"rove
nutritional <uality! to enhance color! flavor and te;ture! and food consistency.
Science Processes: Observing! describing
3
#. Revie$
,s*' =(hat are the three states of matter)
2ive five e;am"les of each.

%. Motivation
,s*' (ho among you *no& ho& to coo* viands)
(hat viands do you coo*) %o you coo* it &ell)
(hat materials do you use to ma*e your viand delicious)
#. Presentation
(hat are the things used in coo*ing)
(hich among those materials are considered food "reservatives and food
additives)
>nloc* the &ords "reservatives and food additives.
%. ctivit" #
9ead about food additives and "reservatives on "ages 115 to 116 and
"age 114 of =Science and ealth 6? and =Into the Future Science and
ealth? res"ectively.
ctivit" %
Bring out the food &ra""ers and tin can &ra""ers. -"re#assigned
activity.
+oo* for the &ord "reservatives used in the food "ac*ed in a "articular
&ra""er or tin can.
). 'iscussion
ctivit" #
a. (hat are food "reservatives and food additives)
b. (hy are food "reservatives and food additives used)
c. (hat "resevatives do you use at home)
d. (hat food additives do you use at home)
e. %escribe ho& sodium nitrate! sodium ben@oate! sorbic acid!
atchuete! salt! vetsin are used as food "reservatives or food
additives.
ctivit" %
a. (hat &ra""ers and tin can &ra""ers did you get)
b. (hat "reservatives are used in the food contained by the &ra""ers)
c. (hy do you thin* these "reservatives are added)
*. +enerali,ation
(hat food additives and food "reservatives are used at home) o& do you
describe food additives and food "reservatives) o& are they used)
'. !!lication
Cite an e;am"le &here salt is used as a "reservative. 2ive an e;am"le &here
atchuete is used as food additive. (hat food "reservative and food additive
are used in soy sauce! instant noodles! Auice drin* and sand&ich s"read)
I-. .valuation
,. Com"lete the #chart by &riting five food additives and five food "reservatives used
at home.
4
B. 1. %escribe ho& food "reservatives are used.
%escribe ho& food additives are used in coo*ing foods.
-. ssign(ent
0a*e a research on some "lants that can be used as food "reservatives or as additives.
I. Objectives
1. Identify common house*ee"ing materials
2. %escribe ho& the materials are used
II. Subject Matter: Materials used at Ho(e: House0ee!ing Materials
Science Ideas:
0aterials commonly used at home include house*ee"ing materials li*e
disinfectants and other cleansing agents li*e soa"s
Science Processes:
Ordinary laundry soa"! detergent! salt! &ater! basin
#. Revie$
a. (hat are food additives) (hat do food additives do to our foods)
2ive e;am"les of food additives.
b. (hat are food "reservatives) (hat do food "reservatives do to our
food) 2ive e;am"les of food "reservatives.
,dditives
1.
2.
3.
4.
5.
Food
/reservatives
1.
2.
3.
4.
5.
5
%. Motivation
a. ,re you &ashing your o&n clothes) o& do you &ash it)
b. (hat do you use in &ashing clothes)
c. (hat do you use in &ashing your hands and in ta*ing a bath) ave
you tried ta*ing a bath &ithout using soa") o& did you feel)
#. Presentation
,s* the "u"ils the different brands of soa" and detergents they
*no&.
Bell them that soa"! detergents and other cleansing or house*ee"ing
materials are other materials commonly found at home.
%. ctivities
a. 2et ordinary laundry soa" and a detergent. alf fill a basin &ith &ater.
,dd C cu" of salt to the &ater. Stir the mi;ture until the salt dissolves.
/our D of the salt#&ater solution into another basin. 2et t&o
hand*erchiefs. (ash a hand*erchief in one basin using ordinary laundry
soa". (ash the other &ith the bar detergent. (hat are your observations)
b. 9ead on "ages 116 and 11$ of Science and Health 6 and "ages 114 to 115
of Into the Future Science and Health.
). 'iscussion
a. 1. (hat ha""ened to the ordinary laundry soa" and the detergent &hen
used to soa" the hand*erchiefs) (hy)
2. +et the "u"ils infer that the salt com"onent of the &ater in one of the
basin contains minerals that "revent soa" from ma*ing bubbles.
b. (hat are e;am"les of house#*ee"ing materials)
%escribe the three main uses of these house*ee"ing materials'
1. antise"tic
2. disinfectants
3. germicidal
%ifferentiate the three terms according to use.
E;"lain ho& soa"s! sham"oos! bleaching agent and scouring
"o&ders are used.
%iscuss the com"onents of soa"s.
*. +enerali,ation
(hat are common house*ee"ing materials)
o& are these house*ee"ing materials used)
'. !!lication
(hat do you use &hen you ta*e a bath to clean your hair) (hy is sham"oo
im"ortant) (hy do &e use bleach &hen &e &ash clothes)
I-. .valuation
,. Identify house*ee"ing materials and &rite them in the cater"illar belo&.
6
B. Choose t&o house*ee"ing materials you &rote and describe ho& these materials are
used.
-. ssign(ent
(hy do you &ash a cut finger or a scra"ed *nee &ith soa" and &ater before a""lying
any medicine)
I. Objectives
1. Identify common household "esticides
2. %escribe ho& these materials are used
II. Subject Matter: Materials used at Ho(e: Pesticides
Materials: /ictures of coc*roaches! cater"illars on "lants and other harmful insects.
Science Ideas:
1. /esticide is a "oison used to effectively control "ests.
2. /esticides classified as herbicides *ill fungi and molds and insecticides *ill insects.
Science Processes: describing
ous
e
*ee"in
g
matlE
s
$
#. Revie$
(hat house*ee"ing materials do you find in your house)
o& do you use these materials)
(hat benefits do you get from these materials)
%. Motivation
,s*' %o you find coc*roaches and rats around your house)
(here do you thin* they come from)
(hat do you do to get rid of them in your house)
#. Presentation
Sho& "ictures of insects found at home and in the garden li*e
coc*roaches! a"hids! cater"illars! and mos<uitoes.
,s* the effect of the "resence of these insects in the home.
(hat do you do to *ill and eradicate such "ests in your home)
Bell them that "esticides are used to *ill such "ests.
%. ctivit"
a. -/re# assigned activityF by grou"s.
Intervie& a farmer -may be your "arents. using the follo&ing guide
<uestions'
o (hat are your cro"s in the garden)
o (hat "ests destroy your cro"s)
o (hat do you do to *ill these "ests)
o o& do you a""ly the "esticides)
b. 9e"orting by grou"s of the data gathered.
c. 9ead about "esticides on "age 115 of =Into the Future Science and ealth?
and "age 11$ of =Science and ealth 6?.
). 'iscussion
a. (hat common "esticides do the farmers use in the garden)
o& do they use these "esticides)
b. +et the "u"ils as* the re"orters about their re"ort.
c. 1. (hat are "esticides)
2. (hat are the three classifications of "esticides)
3. %ifferentiate fungicide! insecticides! and herbicides from each other.
2ive e;am"les of each.
4. 2ive e;am"les of "ests found at home.
5. (hat are used to *ill these "ests)
6. o& are "esticides used)
$. (hy should &e be very careful in using "esticides)
*. +enerali,ation
Identify "esticides commonly used at home.
o& are "esticides used)
'. !!lication
Bring out a "iece of =*atol?. ,s* them ho& *atol is used to *ill mos<uitoes.
o& do you *ill coc*roaches in your house) ,re you careful in using Baygon
and 9aid insecticides)
I-. .valuation
G
,. 2ive t&o e;am"les each of fungicide! insecticides! and herbicides using the Venn
diagram.
B. %escribe ho& fungicides! insecticides! and herbicides are used.
-. ssign(ent
Share &ith the class ho& your father uses "esticides in the garden.
I. Objectives
1. Identify common household "aints and solvents
II. Subject Matter: Materials Used at Ho(e: Paints and Solvents
References:
Into the Future Science and ealth! "" 116
Science and ealth 6! "". 11H
Materials:
/ictures of "ainted houses and other structures
Fungicides
erbicides
Insecticide
s
H
Science Ideas:
1. /aints are used to "rotect and decorate surfaces!
2. (ater is the universal solvent. Other solvents are used as cleaning agents li*e
muriatic acid.
Science Processes: Observing! describing
#. Revie$
(hat &ill you do &hen your garden is very grassy and you "lan to till it)
%. Motivation
,s* &ho among the "u"ils are fond of dra&ing. (hy do you color and
"aint your dra&ings)
#. Presentation
Sho& "ictures of "ainted houses and other structures. Com"are them to the
un"ainted ones.
(hich are more beautiful to loo* at) (hy)
Bell the class that "aints are other common materials used at home.
%. ctivit"
a. 9ead "age 11H of =Science and ealth 6? and "age 116 of =Into the Future
Science and ealth.?
b. 1. Observe your clothes and your classmateEs clothes. (hy are they of
different colors)
2 ,re they beautiful and colorful to loo* at) (hy)
). 'iscussion
a. (hat are a""lied to your clothes to achieve their color)
(hy are dyes a""lied to clothes)
+et them infer that a dye is a com"onent of "aint.
b. 1. (hat are "aints)
2. (hat are the com"onents of "aint)
3. (here do &e use "aints)
4. (hy are "aints im"ortant)
5. o& are "aints used)
6. E;"lain =(ater is the >niversal Solvent.?
$. E;"lain solvents as dissolving agents -thinners and tur"entine. and
cleansing agents -muriatic acid! vinegar etc..
G. (hat are the uses of "aints and solvents)
H. %iscuss ho& "aints and solvents are made.
*. +enerali,ation
(hat household materials are used for "ainting and dissolving)
o& are "aints and solvents used)
'. !!lication
1I
Identify "ainted materials and structures in your school.
E;"lain ho& the "aint is used in those materials.
I-. .valuation
,. Identify &hat is being as*ed.
FFFFFFFFFFFFF 1. It decorates and "rotects homes! building and furniture.
FFFFFFFFFFFFF 2. Bhese are the t&o com"onents of "aint.
FFFFFFFFFFFFF 3.
FFFFFFFFFFFFF 4. Bhe solvents commonly used in "aints.
FFFFFFFFFFFFF 5.
FFFFFFFFFFFFF 6. Effective solvent of tile stains in the bathroom.
B. Enumerate three uses of "aints.
1. FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF
-. ssign(ent
(hat do you thin* &ould ha""en &ithout "aints and dyes)
I. Objectives
1. Identify common household "lastics and synthetics
II. Subject Matter: Materials used at Ho(e: Plastics and S"nthetics
References:
Into the Future Science and ealth! "" 116# 11$
Science and ealth 6! "". 11G
Materials:
11
Sam"les of "lastics and synthetics
Science Ideas:
1. ousehold materials may be natural or synthetics.
2. /lastics are used as electrical insulators! bags! *itchen &ares! etc...
Science Processes:
Observing! describing
#. Revie$
(hat common household materials are used to *ill "ests! to enhance food
color and flavor! and to decorate surfaces)
o& are these materials used at home)
%. Motivation
(hen do &e say that an obAect is Aust "lastic) ,re there some "eo"le &ho
&e can refer to as ="lastic)? (hy) ave you encountered "lastic friends)
#. ctivit" a
1. Bring e;am"les of materials made of "lastic
2. ,s dis"layed on the table! observe the characteristics of the "lastics and
synthetics. Observe the characteristics of the "lastics used in the material.
ctivit" b
9ead "age 11G of =Science and ealth 6.?
J (hat are the characteristics of the "lastic used in the materials)
J (hat are synthetics)
J From &hat elements do they come from)
J (hat are the different *inds of "lastics)
J 2ive e;am"les of "lastics that are very strong and resistant to heat and
cold.
J o& are these materials used)
J %escribe the synthetic materials made into "lastics.
J (hy are "lastic materials chosen by manufacturers for their
"roducts that are intended for household use)
*. +enerali,ation
(hat materials are commonly made into *itchen &ares and other household
materials)
'. !!lication #
Com"lete the table
Plastic Materials Uses
!!lication %
12
Identify the hidden "lastic materials in the "u@@le.
, O S B + O 9 9 S 8 K : 9 V
( S / B O + B 9 B C : K S V /
I L O + C V C O > M + V C /
8 V O V , C B V B F O 9 O S +
% L 8 C L B M M O O 2 8 ,
O V S + E M B O 0 9 C / S
( L E S C C O % B S 1 , B
S O S L ( I B O ( L C M S I
L + + C I 9 M : B 9 K B V ( C
/ O L C B : V : , V K V C C
0 L M C C C + K B / B , V K >
0 L E E + C V 9 / K B M C /
/ + C M E M ( K > E V > ( / S
E B , 2 S % I K S 9 + > B 8 B
S : : 2 F V 1 S B S O C S
B K K 2 2 N S M > 0 V 8 9 L C
I-. .valuation
2ive five household materials and give their uses.
1.
2.
3.
4.
5.
-. ssign(ent
(hy are most materials being manufactured today made of "lastics)
I. Objectives
1. Identify &arning signs7 "recautions in "roduct labels.
2. E;"lain the im"ortance of reading "roduct labels.
II. Subject Matter: 1arning Signs in Product Labels
References'
BEC IV.2 to IV.2. 1
Materials:
13
(ra""ers and containers of medicines! "esticides! insecticides! alcohol and the li*e!
sam"le "recautions
Science Ideas:
1. /roduct labels should be read before using the "roduct to avoid accidents and to
correctly use the "roduct.
Science Processes:
Observing! describing! identifying
#. Revie$
2ive one material used at home and e;"lain ho& it is used.
%. Motivation
#. Presentation
/resent e;am"les of "recautionary measures in "roduct labels.
PR.*UTIO2S3
For e;ternal use only. %o
not s&allo&. %o not use in
or near the eyes. %o not use
on dee" "uncture &ounds.
For children! use under
adult su"ervision.
1ee" tightly closed and
store at room tem"erature.
/LMM&L.. 1ee"
out of reach of children.
+et the "u"ils read the
"recautionary measure &ritten in an
alcohol battle.
(hy do you thin* it is very
im"ortant to read this "recautionary
measure before using the "roduct)
2. ,ctivity
a. %istribute "roduct &ra""ers and bottles to the "u"ils. Co"y the
"recautionary measures "rinted on the label of the bottle and be ready to
re"ort the contents7 message to the class.
3. %iscussion
a. 1. %iscuss each "recautionary7 &arning sign re"orted by each "u"il.
2. (hat are the common contents of &arning signs)
3. (hy do &e have to read this &arning signs)
+et them infer that reading the &arning signs of "roducts "revents
accidents! illnesses! diseases! and other situations that are
threatening to our health.
4. %iscuss the aids to be done in case a chemical is s&allo&ed! a""lied to
a bro*en &ound or a burning chemical is "oured on the s*in.
5. %iscuss the value of "ro"er usage of materials es"ecially chemicals.
*. +enerali,ation
(hat "recautionary measures are commonly &ritten in "roduct labels of
materials)
(hy is it im"ortant to read &arning signs of "roduct labels)
14
'. !!lication
:ou are to &ash a stained cloth and you &anted to use @onro; bleach. (hat
should you do first)
+et the "u"ils read the &arning in @onro; bleach label and let them e;"lain.
4ee! Out of Reach of *hildren
Caution: %o not use together &ith other
acidic cleaners or chemicals. ,void contact
&ith eyes. 8ot to be ta*en internally. If
s&allo&ed! feed mil* and call doctor
immediately. Store in a cool dry "lace.
Bightly ca""ed in u"right "osition.
I-. .valuation
,. Co"y and e;"lain the &arning sign distributed to you by your teacher.
B. Com"lete the conce"t "ersuasion ma" given belo&
-. ssign(ent
(hat are the advantages of reading &arning signs in the "roduct)
I. Objectives
1. Identify the ingredients &ith or &ithout nutritional value of food "roducts
2. E;"lain the im"ortance of reading the ingredients &ith or &ithout nutritional value of
food "roducts
3. Classify ingredients of food "roducts &ith or &ithout nutritional value
II. Subject Matter: Ingredients of /ood Products
References:
BEC IV.2 .2
15
Materials:
(ra""ers and containers of foods! sam"le of food "roducts.
Science Ideas:
Foods "roducts containing ingredients &ith or &ithout nutritional value are beneficial to
our health &hile those &ithout values are destructive.
Science Processes:
Observing! describing! classifying
#. Revie$
(hy should &e be very careful in reading &arning signs of "roduct labels
es"ecially chemicals)
Imagine that you are a manufacturer of floor &a;es. o& &ould you
construct your &arning sign in your "roduct)
(hy should you &rite these "recautions)
%. Motivation
,re you eating a balanced diet)
(hat do you eat during brea*fast! lunch and dinner)
(hat do you eat during your =merienda? time)
,re you a&are if you are eating the right *ind of food or not)
#. Presentation
Sho& the class the different e;am"les of food "roducts.
,s* them if it is alright to eat these food sho&n.
Bell them that food "roducts contain ingredients of nutritional value
and ingredients &ithout nutritional value
%. ctivit"
a. 2et &ra""ers of different food "roducts li*e chi""y! instant noodles.
b. +ocate on the &ra""er the ingredients &ritten.
c. (hich ingredients have nutritional value) (hy)
d. (hich have no nutritional value) (hy)
e. +ist do&n reasons &hy &e should be very observant of the foods &e eat.
). 'iscussion
a. (hat are the ingredients &ritten on the food &ra""ers of chi""y and
instant noodles)
b. (hich ingredients have nutritional value) (hy)
c. (hich have no nutritional value) (hy)
d. (hy should &e be very observant and cautious about foods &e eat)
e. +et the class infer that eating too much of food &ithout nutritional value
li*e =chechiria?! carbonated drin*s! and the li*e is harmful to our health. It
may cause illness li*e urinary tract infection ->BI.! dental carries and
others.
f. %iscuss the relationshi" of these non# nutritional ingredients to the
occurrence of such diseases.
g. 2ive more e;am"les of foods &ithout nutritional value.
*. +enerali,ation
(hy is it im"ortant to *no& the ingredients of the foods &e eat)
16
(hat food ingredients are nutritious)
(hat ingredients have no nutritional value)
'. !!lication
%istribute more &ra""ers of food "roducts to the "u"ils.
+et them classify the ingredients into nutritional and non# nutritional.
I-. .valuation
,. Classify the follo&ing ingredients into nutritional and non# nutritional. (rite them in
their "ro"er column.
carbonates s"ices monosodium glutamate -vetsin.
flavor enhancer vegetable oil &heat flour
vegetable gums sugar "alm oil food coloring
antio;idants stabili@er salt
8utritional Ingredients 8on#nutritional Ingredients
1. FFFFFFFFFFFFFFFFFFFF FFFFFFFFFFFFFFFFFFFF
B. 2ive t&o reasons &hy it is im"ortant to *no& the ingredients of foods &e eat.
-. ssign(ent
%iscuss &hy =vetsin? can cause >rinary Bract Infection. -9esearch.

I. Objectives
1. Identify materials im"roved by technology
2. %escribe the im"rovement done by technology on the materials
II. Subject Matter: Materials and Technolog"
References: BEC III.2.1 to III.2.2
Science and ealth 6! "". 121
Into the Future Science and ealth! "". 11G# 121
1$
Materials: %ifferent *inds of detergents! "ictures of "ressure coo*er! micro&ave and
other materials im"roved by technology.
Science Ideas:
Bechnology "roduces better and more useful materials for our homes.
Science Processes: Observing! describing! com"aring! inferring
#. Revie$
9ecall the difference bet&een science and technology.
2ive e;am"les in order to understand the t&o terms.
% Motivation
(hat do you use in coo*ing at home and in &ashing your clothes)
%escribe the utensils or materials you use.
%o you thin* these materials that you use in coo*ing and eating are the
same as the materials your grand"arents used before) (hy or &hy not)
#. Presentation
Sho& different *inds of detergents! "ictures of "ressure coo*er! micro&ave
and heat resistant glass&are.
,s* them if they are using such materials at home. %o you thin* these
materials e;isted hundred of years before) (hy or &hy not)
+et the "u"ils infer that the materials &ere not used before and that these
materials &ere im"roved from their sim"ler form.
%. ctivit"
a. 1. 0a*e a list of the materials you use at home that you thin* &as
im"roved by technology.
2. O""osite each material! e;"lain ho& you thin* it &as im"roved.
3. Com"are your list &ith those of your classmates.
b. 9ead about materials and technology on "ages 11G to 121 of Into the
Future Science and Health.
) 'iscussion
a. ,s* the "u"ils the materials they use at home and hel" them e;"lain
ho& these materials &ere im"roved by technology.
%ifferentiate the im"roved materials from the same ordinary
materials so they could understand more the im"rovement made.
b. Bell the class that &e are enAoying the materials &e are using no&
because of technology.
el" the "u"ils e;"lain ho& the follo&ing materials &ere
im"roved by technology.
i. soa"s and detergents
ii. heat resistant glass &ares7 *itchen utensils
iii. ne& "ac*aging materials for ca"sule7 drugs
1G
iv. stoves
v. ordinary steel
2ive more e;am"les of materials im"roved by technology and let
them e;"lain the &ays of im"rovement.
%iscuss the elements used to im"rove the materials.

*. +enerali,ation
(hat are some materials im"roved by technology)
(hat are the im"rovements done on the materials)
'. !!lication
o& are car &indshields im"roved so that &hen a great force hits them! the
glasses do not form s"linters as ordinary glasses do)
(hy do detergents today remove dirt easily)
I-. .valuation
0ulti"le choices' Choose the letter of the correct ans&er.
1. o& can ordinary glass be made heat resistant)
a. By adding cyanide solutions to the glass.
b. By adding boric o;ide to the glass.
c. By adding @inc to the glass.
d. By adding magnesium to the glass.
2. %escribe ho& some cleaning materials are im"roved by technology.
a. by adding "erfume and refreshing scent.
b. by adding &hitening agents
c. by adding en@ymes that remove dirt easily.
d. by all of the above.
3. (hich of the follo&ing materials &ere im"roved by technology)
a. cut bamboo
b. heat resistant glasses
c. dried leaves
d. iron ore
4. o& is the ca"sule form of drugs better than the tablet form) It is FFFF.
a. attractive
b. less in &eight
c. more efficient because it dissolves in the largest area
d. less in volume
5. (hat common materials in your home are continuously im"roved by technology)
a. *itchen utensils
b. soa" and detergents
c. "ac*aging and "reserving of foods
d. all of the above
-. ssign(ent
9esearch on ho& ordinary "lastics &hich are non#biodegradable are made biodegradable.
Find out the *ind of "lastic used in the manufacture of ,utomated Beller 0achine -,B0.
and the magnetic stri"s in them.
1H
I. Objectives
1. Infer that some materials have good effects on other materials
2. Identify conditions &hen effects of materials are beneficial
II. Subject Matter: *onditions 1hen Materials Have &eneficial .ffect
References: BEC III.3.1
Into the Future Science and ealth! "". 122# 125
2I
Materials: 1 cu" all# "ur"ose flour! C cu" &hite sugar! D cu" &ater! D teas"oon salt!
D teas"oon oil! 1 teas"oon ba*ing "o&der! "ictures of materials
li*e electric fan! sa&! flat iron! oven toaster. Etc.
Science Ideas:
1. 0aterials "roduce a beneficial effect &hen heated or mi;ed &ith another
substance.
2. Some conditions that have beneficial effects are fermentation! burning and
heating.
3. Some materials ma*e living more comfortable.
Science Processes: Observing! describing! inferring
#. Revie$
+et a "u"il identify a material im"roved by technology and then call a
classmate to tell ho& the material is im"roved.
% Motivation
(hat do you use to coo* your food at home)
(hich is easier to use! &ood or gas stove) (hy)
%o you *no& ho& to o"erate the gas stove)
(hy do "eo"le use materials in the environment)
#. Presentation
Sho& "ictures of electric fan! com"uter! flat iron! oven toaster! sala set and
other materials.
,s* the students' ,re these materials beneficial or useful to us) o&)
%. ctivit"
a. 0a*e a list of the materials you see at home. -use table.
O""osite each material! e;"lain &hy it is useful to you.
Com"are your list &ith those of your classmates.
8ame of 0aterials Benefits they 2ive o& 0aterials ,ffect /eo"le
(E O &or* easier
C O materials &7c ma*e us feel
comfortable
b. %ough ma*ing -"re# assigned activity.
1. /re"are the follo&ing materials' 1 cu" all# "ur"ose flour! C cu" &hite
sugar! D cu" &ater! D teas"oon 8aCl! D teas"oon oil! 1 teas"oon
yeast7 ba*ing "o&der.
2. 0i; all ingredients in a bo&l to ma*e dough. %ivide the dough into 2
and "ut these on a se"arate bo&l.
3. ,dd a teas"oon of yeast into one of the mi;tures. +eave the other as is.
4. +eave the dough for about t&o to three hours. Observe.
21
). 'iscussion
a. 1. (hat materials are found in your home)
2. o& are these materials useful to you)
3. (hat materials ma*e "eo"le live comfortably)
4. (hat materials ma*e &or* easier to do)
b. 1. (hat differences did you notice in the dough)
2. (hat do you thin* caused the differences)
3. (hat hel"s the dough to ferment)
4. (hat chemical change occurred)
5. (hat are other e;am"les of fermented "roducts)
c. 1. Bell the class that materials "roduce a beneficial effect &hen
heated or mi;ed &ith another substance.
2. %iscuss the follo&ing e;am"les'
o Fermentation -dough! &ine! vinegar! fish "aste or bagoong.
o (ashing clothes &ith bleaching agents
o Combustion7burning
o /ersonal health "roducts li*e soa"s! tooth"aste! sham"oo
3. (hy are the mentioned "rocesses and "roducts beneficial to
"eo"le) +et them state the benefits derived from fermentation!
combustion and "ersonal health "roducts.
*. +enerali,ation
(hat are some conditions &hen materials have beneficial effects)
'. !!lication
1. o& does your mother ma*e your &hite clothes &hiter and remove stains on
clothes)
2. (hen you clean the living room or other "arts of the house! &hat ma*es &or*
easy)
I-. .valuation
(rite the conditions &hen materials have beneficial effects in the circles.
1. o& can &hite clothes be made &hiter)
a. by dying
b. by ironing
c. by heating
d. by bleaching
2. (hy is detergent in tooth"aste beneficial to man)
a. It "revents dental cavities.
b. It strengthens the tooth.
c. It reduces the formation of "la<ue.
d. a and c
3. (hen you have a cut in your finger or scra"ed *nee! &hy do you &ash it &ith soa"
and &ater before a""lying any medicine)
a. Soa" is made of fat and al*ali.
b. Soa" is an e;am"le of an antise"tic.
c. Soa" can *ill bacteria or "revent their gro&th.
d. all of the above.
4. (hy is fermentation beneficial to man)
a. Fermentation ma*es ra& rubber softer.
22
b. Fermentation removes stains from clothes.
c. Fermentation "roduces vinegar! &ine! and fish "aste -bagoong.
d. Fermentation enables frying "ans to achieve a non#stic* finish.
5. o& can you remove tiny solid "articles sus"ended in &ater)
a. by boiling
b. by filtering
c. by chlorination
d. all of these
-. ssign(ent
+oo* for materials advertised in ne&s"a"ers and maga@ines. Fill u" the table.
,dvertised 0aterials Im"rovement %one Effects of Im"rovement %one
1.
2.
3.
I. Objectives
1. Infer that some materials have bad effects on other materials and on the environment.
2. Identify conditions &hen materials have harmful effects
II. Subject Matter: *onditions 1hen Materials Have Har(ful .ffects
23
Into the Future Science and ealth! "". 126# 13I
Materials: Charts and illustrations of ho& the o@one layer is destroyed and its effects!
"ictures sho&ing "olluted air
Science Ideas:
1. Some materials have harmful effects on the environment.
2. ,ir and &ater "ollution can harm man! "lants! animals and other materials.
3. ,cid rain! global &arming and destruction of o@one layer are results of air
"ollution.
4. 9ed tides! continuous use of "esticides and dum"ing of garbage into ro&s
and la*es all bring about &ater "ollution.
Science Processes: Observing! describing! enumerating! inferring
#. Revie$
(hen do &e say that a material is beneficial to us)
Chec*ing of assignment.
%. Motivation
ave you been in the city or in any busy street)
(hat are your observations of the "lace) of the air)
(hat do you thin* are the causes of your observations)
#. Presentation
,s*' 1. (ho among you have refrigerators at home) %o you enAoy
using them) (hy)
2. (ho among you use hair s"rays! air fresheners and air
conditioners at home) o& do you find these materials)
3. ,re you a&are that these materials! cause the destruction of the
o@one layer)
%. ctivit"
a. 9ead "ages 123# 126 of =Science and ealth 6? and "ages 12$# 12G of
=Into the Future Science and ealth? to understand the illustration of
the destruction of our o@one layer.
24
'iscussion
a. %iscuss the thinning of the o@one layer and its effects using the
illustration.
(hat is the maAor cause of o@one destruction)
(here are CFCEs derived) (hat is the material that ma*es the
refrigerator cool)
o& does CFC destroy the o@one layer) -by thinning it.
(hat ha""ens to the atmos"here &hen the o@one layer can no longer
"revent e;cessive solar radiation)
(hat are the effects of o@one layer destruction to human beings and to
the environment)
%iscuss global &arming and greenhouse effect and their causes and
effects on the environment.
*. +enerali,ation
(hat conditions occur &ith the usage of materials li*e our air conditioners!
refrigerators and other man#made machines)
'. !!lication
%escribe the atmos"here &hen you enter a greenhouse. Is there sunlight inside)
(hy) Is the tem"erature &arm or cool) (hy)
I-. .valuation
(rite the letter of the correct ans&er on the line before the numbers.
FFFFFF 1. (hat causes the thinning of the o@one layer)
a. o;ygen c. hydrogen
b. nitrogen d. chlorofluorocarbon
FFFFFF 2. (hat condition occurs &hen heat is tra""ed and built in the atmos"here near
the earthEs surface)
,ir conditioners! refrigerators! air
fresheners! hair s"rays
,erosol
Chlorofluorocarbons -CFC.
O@one layer -/rotective layer of the atmos"here.
E;cessive Bhermal Energy
%estroys
ss
E;cessive >ltra violet 9ays
2lobal (arming S*in Cancer
Blindness
Cataract
Forest Fires El 8iPo Floods
2reen house
effect
25
a. greenhouse effect c. climate change
b. forest fires d. o@one layer thinning
FFFFFF 3. (hat results &hen there is an abnormal rise of tem"erature in the earthEs
atmos"here)
a. global cooling c. acid rain
b. global &arming d. greenhouse effect
FFFFFF 4. (hen global &arming occurs! icebergs melt in the /olar 9egions. (hat
ha""ens ne;t)
a. El niPo c. ty"hoons
b. Floods d. forest fires
FFFFFF 5. (hat condition occurs &hen CFC reaches the o@one layer)
a. thinning of the o@one layer c. global &arming
b. acid rains d. El niPo
-. ssign(ent
+ist some illnesses that may develo" due to thinning of the o@one layer and the
greenhouse effect.
26
I. Objectives
1. Infer that acid rain formation have bad effects on other materials and on the
environment
II. Subject Matter: Har(ful .ffects of So(e Materials5 cid Rain /or(ation
Into the Future Science and ealth! "". 126# 12$
Materials: Charts and illustrations of acid rain formation! "ictures of "o&er stations!
factories! vehicles and other material# emitting fuels! "ictures of
statues destroyed by acid rain! candle! glass and matchstic*.
Science Ideas:
1. ,ir "ollution can cause harm to man! "lants! animals and materials.
2. ,cid rain is a result of air "ollution. It refers to all ty"es of "reci"itation that is
acidic in nature. It may come in the form of rain! sno&! fog or hail.
Science Processes: Observing! describing! inferring
#. Revie$
(hat conditions occur due to chlorofluorocarbons)
o& does it affect man7"eo"le! "lants! animals! and environment)
%. Motivation
a. Sho& "ictures of factories and vehicles emitting smo*es. (hat do you
see)
b. (hat do you observe from motori@ed vehicles)
c. (hat ma*es these vehicles run)
d. %o you *no& the effects of these smo*es to us and to our environment)
+et them infer the effects.
#. ctivit" a
a 1. +ight a candle &ith a matchstic*.
2. old a "iece of glass carefully a little above the flame.
3. Observe &hat is formed on the undersurface of the glass.
b. 1. 9ead "ages 123# 124 of =Science and ealth 6.?
J (hat is formed in the undersurface of the glass &hen "laced above
the burning candle) (here did the soot come from)
J (hat are the com"onents of a candle)
J (hat ha""ens &hen a candle burns)
J (hat ne& materials are formed)
J (hat &ould ha""en if you inhale soot)
ctivit" b
1. Study the diagram.
J (hat *ind of gases are released by vehicles and factories)
J (hat is formed &hen these gases combine &ith &ater va"or in the air)
2$
J (hat do you thin* &ould ha""en to the soil! buildings! and animals to
e;"ose &ater su""ly &hen acid falls)
J (hat is acid rain)
*. +enerali,ation
(hat conditions occur due to combustion of fuels)

'. !!lication
o& shall &e "rotect our environment from the destructive acid rain) 2ive as
many inferences as you can.
I-. .valuation
(hat are the harmful effects of acid rain)

-. ssign(ent
+ist do&n the harmful effects of household materials li*e "esticides! "aints and solvents!
food additives and food "reservatives.
F>E+
Containing carbon! hydrogen! sulfur dio;ide!
nitrogen! and lead
Burned Q used
Cars! factories! homes
O;ides of sulfur
nitrogen Q carbon
brain damage
+ead o;ide (ater
Causes
,nimals
,cid 9ain
%estroys
s
Buildings /lants
2G
I. Objectives
1. Infer that &ater "ollution has bad effects on other materials and on the environment
II. Subject Matter: *onditions 1hen Materials Have Har(ful .ffects: 1ater Pollution
Science and ealth 6! "". 12H# 13I
Into the Future Science and ealth! "". 126
Materials: /ictures of "olluted &ater
Science Ideas:
1. ,lgar bloom is a condition &hen fertili@ers are carried by running &ater into
bodies of &ater causing the ra"id gro&th of small a<uatic "lants.
2. (ater "ollution is a condition &hen bodies of &ater contain a lot of materials to
the "oint that decom"osition cannot "roceed normally.
#. Revie$
(hat conditions occur in our environment due to "olluted air)
(hat are the effects of air "ollution to man and animals)
%. Motivation
ave you been to beaches during your vacation) (here)
Is the &ater in that beach clean) Is it nice to s&im in clean &ater)
#. Presentation
9ead a ne&s item about banning shellfish in the mar*et to the "u"ils.
(hy &as such a ban made)
+et them infer that the fishes &ere banned because a situation called red
tide occurred and fishes and shellfishes have been affected.
%. ctivit"
a. +ist do&n materials that can "ollute bodies of &ater.
(hat conditions do you thin* &ill ha""en if the bodies of &ater are
"olluted)
b. 9ead "ages 12H# 13I of =Into the Future Science and ealth? and
"age 126 of =Science and ealth.?
). 'iscussion
a. 1. (hat materials can be &ater "ollutants)
2. o& are these materials mi;ed into the &aters that they cause
"ollution)
3. (hat conditions do you thin* &ill ha""en to "olluted bodies of
&ater)
b. %iscuss the follo&ing results of "ollution'
,lgal bloom
o& does fertili@er contribute to the occurrence of algal
bloom)
2H
(hat ha""ens to the &ater &hen there is algal bloom)
(ater "ollution
(hen can &e say that a body of &ater is "olluted)
(hat contribute to &ater "ollution)
9ed tide
(hat causes red tide) (hy is it called red tide)
(hat are the harmful effects of red tide to "eo"leEs health and
to economy)
*. +enerali,ation
(hat conditions in bodies of &ater have harmful effects on other materials and on
the environment)
'. !!lication
(hy should &e not use and drin* "olluted &ater! not s&im in "olluted beaches
and rivers and not eat fishes and shellfishes during red tides)
I-. .valuation
,ns&er the "u@@le belo&.
'o$n:
1. Bhis condition occurs &hen bodies of &ater contain a lot of materials that decom"osition
can not normally "roceed.
2. , result of "olluted air that can "ollute bodies of &ater.
3. Bhis &ill result &hen fishes contaminated &ith to;ic substances brought by
dinoflagellates are eaten.
4. 0icrosco"ic organisms causing red tide.
4
1
5
2
3
3I
5. , condition caused by fertili@ers in bodies of &ater.
-. ssign(ent
(hat harm does ingestion of insecticides and "esticides do to our body) (hat shall
&e do &ith the foods &e eat to lessen the amount of "esticides in them)
31
I. Objectives
1. Identify safety "recautions in handling and storing certain materials
2. /ractice "recautionary measures in using and storing household materials
II. Subject Matter: Pro!er Use and Storage of Materials
References: BEC III.4
Science and ealth 6! "". 12$# 12G
Into the Future Science and ealth! "". 131# 135
Materials: Cli" ne&s about fire and other accidents
Science Ideas:
Safety "recautions should be observed in the use and storage of materials.
Science Processes: ,naly@ing a rating scale on safety "recautions! observing!
describing! inferring! identifying
#. Revie$
Com"lete the table belo& to sho& the beneficial and harmful effects of
materials.
0aterial
Beneficial Effects armful Effects
1. /esticide
2. Fuels
3. 9efrigerators
4. /reservatives
%. Motivation
%iscuss the value of cleanliness and orderliness at home. +et the "u"ils
discuss their e;"eriences or accidents met due to im"ro"er use! handling
or storage of materials at home.
#. Presentation
9ead safety measures in the use of materials and "ro"er storage of
materials. -see enclosed measures.
%. ctivit"
a. Find out safety "recautions by
accom"lishing the chec*list belo&.
,l&ays Sometimes 8ever
32
1. Burn off the stove and gas tan* after coo*ing.
2. Carefully read labels of chemicals li*e medicines!
insecticides! and "esticides before using them.
3. 9eturn "oisonous and flammable materials to their
"ro"er "lace after use.
4. (ash and change clothes after handling to;ic or
harmful substances.
5. andle glass &ares &ith care.
). 'iscussion
a. 1. %iscuss the ans&ers of the "u"ils on the chec*list they had Aust
accom"lished es"ecially if their ans&ers are SO0EBI0ES and
8EVE9.
2. 2o over the items one by one and discuss &hy these items should
be observed in using materials.
J (hat are some reminders in storing materials)
J Outline the "recautionary measures in using and in storing
materials follo&ing the table belo&.
Safet" !recautions on the use of
(aterials
Safet" !recautions on the storage
of (aterials
Inform the class that "ro"er storage and usage of materials at
home lead to a safe life. Bell them to relate the statement =,n ounce of
"revention is better than a "ound of cure.?
b. 9ead "ages 131# 134 of =Into the Future Science and ealth? and 12$#
12G of =Science and ealth 6.?
J (hat materials are stored in metals &ith covers)
J (hat materials are stored in cartoons) 2lass containers) %ar*!
colored containers)
J (hat &arning symbols are used to indicate the content of the
container)
J 2ive e;am"les of each "oisonous! e;"losives! radioactive and
inflammable materials)
*. +enerali,ation
(hat safety "recautions must be observed in the use and storage of materials)

'. !!lication
2rou" the "u"ils for a s*it "resentation. Instruct them to hold a brainstorming
session to tal* about the to"ic theyEll "resent. 2ive them some guidelines in
"resenting the s*it. 2ive them also the criteria on Audging the s*it. Bo"ics must
focus on ho& to use and store materials at home.
I-. .valuation
2ive five "recautionary measures in handling and storing household materials.
-. ssign(ent
(hy are acids stored in glass containers rather than in "lastics)
33
S/.T6 M.SUR.S I2 TH. US. O/ MT.RILS
1. Form the habit of reading instructions on containers of "roducts li*e medicine chemicals!
canned goods! etc. be a&are of their e;"iration dates.
2. /rotect your hands by &earing gloves &hen using strong detergents and acids es"ecially if
your s*in is sensitive.
3. Flammable materials li*e matches and gasoline must be *e"t out of reach of children after
using.
4. (ear a mas*! gloves! and goggles and face against the &ind &hen s"raying chemicals or
insecticides.
5. Ba*e only medicines "rescribed by a "hysician.
6. %onEt taste materials that are not familiar to you.
PROP.R STOR+. O/ MT.RILS
1. Bhere should be a "lace to store each *ind of material. 0aterials that contain harmful
chemicals must be *e"t in loc*ed cabinets.
2. 0aterials should be classified accordingly. Ingredients for food "re"aration! medicines!
cleaning materials! and detergents must be stored se"arately.
3. /utting labels on containers of materials &ill hel" you in getting the right material you &ould
li*e to use. /lace the symbol of "oison on the container of "oisonous materials.
4. Inflammable or combustible materials li*e *erosene! gasoline! gas! oil! thinner! and
"etroleum must be *e"t far from stoves. Close the container tightly after using. 1ee" matches
out of reach of children.
5. 2et rid of e;"ired medicines and other materials. Bhey are not effective anymore.
I. Objectives
1. Observe safety "recautions in dis"osing &aste materials
2. /ractice "recautionary measures in dis"osing household materials
II. Subject Matter: Pro!er 'is!osal of 1astes
34
References: BEC III.4
Into the Future Science and ealth! "". 136# 13H
Materials: Cut#outs of &aste materials
Science Ideas:
1. (aste is any material that is no longer useable and is thro&n a&ay.
2. 2arbage segregation schemes and recycling are some &ays of dis"osing
&astes "ro"erly.
3. Biodegradable materials are &astes that can decay through the action of
bacteria! fungi! and sunlight.
4. 8on#biodegradable materials are those that do not decay or do not easily
decom"ose.
Science Processes: Classifying &aste materials! describing &ays of "ro"er &aste
dis"osal.
#. Revie$
2ive five "recautionary measures in handling or using materials and five
measures in storing materials.
(hy are these "recautionary measures im"ortant)
%. Motivation
,s*' 1. (hat materials are considered &astes and should be dis"osed of)
2. =(hat ty"e of toilet do you use at home)?
3. o& do you maintain cleanliness of your comfort room)
4. %iscuss the im"ortance of having a clean comfort room.
5. (hat do you thin* &ill ha""en if &e defecate Aust any&here)
#. ctivit" a
1. >nloc* the terms biodegradable and non#biodegradable. Inform the class
that these are the t&o classifications of &aste materials and dis"osing them
de"ends on the classification of the &aste material.
2. Classify the cut#outs of &aste materials into biodegradable and non#
biodegradable in a "lanner board.
J (hat materials are classified biodegradable and non#biodegradable)
J (hy are these materials in this classification)
ctivit" b
2O25&IO'.+R'&L.
0etal cans items returned to the
Bottles factory for
Cardboard bo;es recycling
/lastic "roducts fine crafts
35
0etal scra"s
&IO'.+R'&L.
1itchen &astes animal feed
2arden &astes fertili@er
/a"er and shells
uman Q animal &astes biogas fuel
J o& are biodegradable and non#biodegradable materials recycled)
J Cite the ste"s in ma*ing a com"ost "it for biodegradable &aste.
J E;"lain ho& biogas is derived from human and animal &astes.
+et them infer that "ro"er dis"osal of &aste materials bring safe
and clean environment.
ctivit" c
9ead Com"ost /it "age 13G#13H Into the Future: Science and Health
*. +enerali,ation
(hat &ays should be em"loyed to ensure "ro"er dis"osal of &aste materials)
'. !!lication
1. %iscuss &hat your family is doing to reduce the volume of &astes in your home.
2. Chec* -R. the "ractices &hich are "ro"er in &aste dis"osal.
FFFFFFF1. /ut all *inds of &aste together in a "lastic bag.
FFFFFFF2. 9etain labels on their containers before "utting them in the trash.
FFFFFFF3. %rain e;"ired li<uids into the soil and canals
FFFFFFF4. Bightly close containers of "oisonous substances before thro&ing them.
FFFFFFF5. Convert human and animal &astes into biogas fuel or fertili@er.
FFFFFFF6. /lastic "roducts are made into fine crafts.
FFFFFFF$. %um" animal &astes in &ater.
FFFFFFFG. Bhro& *itchen &astes in the canals because &ater can flo& over them.
FFFFFFFH. /lace all biodegradable &aste materials in one container.
FFFFFFF1I.8ever thro& "aints! chemicals and "oisonous substances into the canal or soil
to avoid "ollution.
I-. .valuation
(rite five "ractices for "ro"er dis"osal of &aste materials.
-. ssign(ent
Find out ho& com"osting is being done in your community to "roduce organic
fertili@er. Share your findings &ith your classmates.
I. Objectives
Cite evidences that matter is made of "articles
II. Subject Matter: Molecules 7 Molecular Theor"
References: Science and ealth 6! ". 131
36
Science and Bechnology 1 "". 45#4H
2eneral Science 1! "". 1G#22
Science for %aily >se 6! ". 1IH
Materials: glass of &ater! teas"oon! calamansi! food coloring! glass slide! microsco"e!
marbles! sand! balloon! needle! "lastic stra&s
Science Ideas:
, molecule is the smallest "article of a substance that can e;ist and still have the
chemical "ro"erties of that substance.
Bhe molecular theory e;"lains the com"osition and behavior of matter. It consists
of the follo&ing ideas'
1. ,ll matter is made u" of molecules.
2. Bhere are s"aces bet&een molecules.
3. 0olecules are constantly moving.
4. 0olecules attract one another.
Science Processes: Observing! identifying! com"aring
#. Revie$
(hat is matter) (hat are e;am"les of matter)
#. Motivation
-Sho& a glass of &ater. as*' (hat is this)
-Sho& a teas"oonful of &ater. as*' (hat is this)
-Sho& a small dro" of &ater. as*' Is this still &ater) (hy)
#. ctivit" a
Crush a grain of sugar &ith the bac* of a s"oon.
J %id it change into tiny "articles)
# /lace one tiny "article of sugar on the bac* of your hand.
# 9ub it until you can no longer see it.
# /lace the ti" of your tongue on the bac* of your hand.
J %o you taste sugar)
J (hat does this sho&)
ctivit" b
1. /ut a fe& dro"s of calamansi Auice into a glass of &ater.
J o& &ill the &ater taste almost immediately) (hy)
2. ,dd a "inch of food coloring to a glass of &ater.
J (hat ha""ens) (hy)
J (hat do &e call the "rocess by &hich molecules of a substance s"read
throughout a medium or a containing vessel)
3. a. /ut a dro" of &ater on a glass slide.
b. /ut tiny solid "articles -such as chal* dust! &ood ashes! "ollen grains.
on the dro" of &ater.
c. /ut a cover sli" and e;amine under the microsco"e.
J (hat do you observe)
J (hat do &e call this "eculiar! @ig@ag movement of "articles)
J (hat do these tell about molecules)
3$
ctivit" c
1. Fill a glass &ith marbles until you cannot add more. Bhen "our grains of
sand into the same container.
J (hy can the glass container accommodate the sand &hen it cannot
accommodate marbles)
2. Fill a glass &ith as much &ater as it can hold. Bhen gently dro" a fe&
grains of sand or sugar into the &ater.
J %oes the &ater s"ill) (hy)
J (hat does this "rove about molecules)
3. a. Blo& a balloon.
b. Com"ress the air at only one end of the balloon)
J Can air be com"ressed) (hy)
ctivit" d
1. a. Fill a test tube &ith &ater.
b. >sing a medicine dro""er! carefully add a fe& more dro"s before the
&ater s"ills.
J (hat is the sha"e -side vie&. of the &ater surface above the brim
of the test tube)
J (hat do you thin* "revents the &ater from s"illing)
2. a. /ut &ater in the glass.
b. 2ently "lace a dry needle hori@ontally on the surface of the &ater.
J %oes the needle float or sin*) (hy)
J (hat do &e call the condition in &hich the surface behaves as
though it &ere being stretched)
%ro" a small amount of detergent on one corner of the &ater.
J (hat ha""ens to the needle) (hy)
3. a. /ut colored &ater in a small basin or any &ide#mouthed trans"arent
container.
b. %i" three "ieces of glass tubings or "lastic stra& of different diameters
but of the same length "laced in cardboard &ith holes on to" of the
container.
J Observe the &ater that enters the stra&.
J o& high does the &ater rice in tube no. 1) Bube no. 2) Bube no.
3) (hy)
J On &hat factor does the height of the &ater in the tubes de"end)
J (hat is the rising of a li<uid inside very fine tubes *no&n)
J o& does ca"illarity ha""en)
*. +enerali,ation
(hat is matter made of) (hat are molecules)
(hat is the molecular theory of matter)
'. !!lication
(hy can &ater striders "lay and &al* on the surface of a "ond)
o& does &ater enter the "lants)
Even if you are in your bedroom! &hy can you tell if your mother is coo*ing
dried fish or bre&ing coffee)
3G
I-. .valuation
,ns&er briefly.
1. (hat is the smallest "article of a substance that can e;ist and still have the
chemical "ro"erties of that substance)
2#5' State &hat ideas of the molecular theory e;"lains the com"osition and
behavior of matter.
2. a &ater strider can "lay and &al* on the surface of the &ater -molecular attract
one another.
3. you taste something s&eet on your "alm even if you canEt no longer see any
"article of sugar -all matter is made u" of molecules.
4. a glass of &ater &ill taste sour almost immediately &hen you "ut a fe& dro"s of
calamansi Auice into it. -molecules are constantly moving.
5. a test tube filled &ith &ater can still hold a fe& grains of sand &ithout s"illing the
&ater. -there are s"aces bet&een molecules.
Brue of False
6. a tiny dro"s of &ater consists of billions of molecules of &ater. -B.
$. Bhe motion of molecules is fastest in solids and slo&est in gases -F.
G. Intermolecular s"aces are &idest in gases and smallest in solids. -B.
H. Intermolecular attraction is greatest in solids and &ea*est in gases. -B.
1I. ,dhesion is the attraction bet&een the same *ind of molecules &hile cohesion
refers to the attraction bet&een t&o different *inds of molecules. -F.
-. ssign(ent
/lace a "echay "lant 7 leaf in a bottle filled &ith colored &ater. Set it aside
"referably under sunlight. ,fter some time! trace the "ath of the colored &ater. o& far
does the colored &ater go into the "lant) %oes it reach the leaves)
S*etch the cross section of the stem 7 leaf stal* to sho& the distribution of the
veins.
I. Objectives
Cite evidences that matter is made of "articles
II. Subject Matter: to(s
References: Science and ealth 6! "". 136#13$
Science for %aily >se 6! ". 1IH
3H
Integrated Science 1! "". 23#24
Science and ealth 6! "". 136#13$
Materials: model of sugar molecule! diagrams! illustrations
Science Ideas:
,toms are the tiniest "articles that ma*e u" molecules. Bhe center of an atom is
called nucleus &hich contains "rotons -"ositively charged "article. and neutrons
-electrically neutral.. Bhey are collectively *no&n as nucleus.
Bhere are electrons -negatively charged "articles. moving around the nucleus.
/rotons! neutrons! and electrons are the "rimary subatomic "articles.
Science Processes: Observing! identifying! describing
#. Revie$
o& far did the colored &ater go into the "lant) %id it reach the
leaves) o&)
%. Motivation
o& can you distinguish a small dro" of "erfume from vinegar) , "inch
of sugar from a "inch of salt)
0olecules are indeed very tiny! yet they are made u" of even smaller
"articles.
#. ctivit" a
Study the model of a sugar molecule
O

C O

C C
O
O
O

C C

O
Each letter in the model re"resents an atom. stands for an atom of
the element hydrogen! C for carbon! and O for o;ygen.
J o& many atoms of carbon in one molecule of sim"le sugar)
J o& many atoms of hydrogen)
J o& many atoms of o;ygen)
4I
J o& many atoms altogether are there in one molecule of sim"le
sugar)
J o& is sim"le sugar re"resented)
2. Study the models of different atoms on ". 13$! Science and ealth 6
Fill u" the table 1'
/articles 8o. of /rotons Electrons 8eutrons
ydrogen ,tom
Carbon ,tom
8itrogen ,tom
Bable 2'
/article Charge +ocation
electron -e. negative -#. surrounding the nucleus
"roton -". "ositive -S. inside the nucleus
neutron -n. neutral -o. inside the nucleus
J (hat are the "arts of an atom) (hat are their charges) +ocation)
J (hy is it that the &hole atom has no charge)
J (hy donEt "rotons attract electrons right into the nucleus)
J (hat *ee"s these electrons in their orbits so that the atom does not lose
them)
J (hat can you say about the number of "rotons and electrons in an atom)
Bhe number of "rotons and neutrons in an atom)
J (hat can you say about the number of "rotons and electrons in an atom)
Bhe number of "rotons and neutrons in an atom)
ctivit" c
Study the diagram'
J o& many atoms does one molecule of &ater consists of)
1. (hat are these atoms) o& many)
o& do &e &rite &ater)
J o& many atoms does one molecule of o;ygen gas consists) o&
is o;ygen gas re"resented)
J o& many atoms does one molecule of carbon dio;ide have)
(hat are these) o& many)
J o& is carbon dio;ide &ritten or &hat is its chemical formula)
*. +enerali,ation
(hat are the tiniest "articles that ma*e u" molecules)
(hat are the "arts of an atom)
'. !!lication
(hy is &ater sometimes &ritten as 2O)
(hy is carbon dio;ide re"resented as CO2)
I-. .valuation
,ns&er briefly.
1. (hat are the tiniest "articles that ma*e u" molecules)
2. (hat "articles of an atom has a "ositive charge)
3. (hat "articles of an atom has no net charge)
4. (hich "article of an atom has a negative charge)
41
5. (here are electrons located)
6. (here can "rotons be found)
$. o& is sim"le sugar re"resented 7 &hat is its chemical formula)
G. o& many atoms are there in one molecule of &ater)
H.
1I. (hat *ee"s the electrons in their orbits)
-. ssign(ent
1. %ra& the "arts of an atom.
2. Illustrate the elements and number of atoms of the follo&ing'
a. &ater
b. carbon dio;ide
c. o;ygen
I. Objectives
Cite evidences that matter is made u" of elements and com"ounds
II. Subject Matter: .le(ents and *o(!ounds
42
References: Science and ealth 6! "". 132#133
Integrated Science 1! "". 31#4H
Materials: diagrams! "ins! di"s! glass Aar
Science Ideas:
Elements are substances that consists of one *ind of atom. It cannot be bro*en
do&n into sim"ler substances by ordinary chemical means.
Com"ounds are substances made u" of t&o or more elements combined
chemically.
0i;tures contain t&o or more substances "ut together but not chemically
combined. Bhe substances in a mi;ture retain their "ro"erties and do not form a ne&
substance.
Science Processes: Observing! identifying! classifying! com"aring
#. Revie$
%. Motivation
(hat do you observe about the different obAects such as chal*! shells!
corals! roc*s and others) (hat are their similarities and differences)
#. ctivit" a
Study the table
%iatomic molecules 0onatomic molecules
J ,n element is a substance &hich is com"osed of only one *ind of atoms.
O;ygen gas and hydrogen gas have molecular com"osed of t&o atoms each.
Such molecules are said to be diatomic -di#stands for t&o.. 0ost elements
have only one atom "er molecule &hich are said to be monatomic -mono#
meaning one..
J E;am"le of diatomic molecules'
Element 0olecule
ydrogen 2
8itrogen 82
O;ygen O2
43
1 molecule of
o;ygen or 2 atoms
of o;ygen
1 molecule of
hydrogen or 2
atoms of hydrogen
1 atom of carbon
or 1 molecule of
carbon
1 atom of
aluminum or 1
molecule of
aluminum
o o C
,
1
J E;am"les of monatomic molecules
Element 0olecules
Iron Fe
,rgon ,r
elium e
8eon 8e
2old ,u
Carbon C
Co""er Cu
Silver ,g
Calcium Ca
Sodium 8a
Chlorine Cl
J (hat are elements)
J (hat are diatomic molecules) 0onatomic molecules)
,ctivity b -done a day or t&o ahead.
1. 9ub the metal obAects such as "ins! cli"s or nails &ith sand"a"er until
shiny. 9inse them &ith vinegar then &ith running &ater.
# /ut the obAects in a glass Aar &hile still dri""ing &et.
# Cover the bottle to *ee" the obAects from drying.
# Set the glass Aar aside for a day or t&o.
# %escribe &hat ha""en to the metal obAects.
J (hat ha""ened to the metal obAects)
J (hat is rust)
J o& is it formed)
2. Study the follo&ing e;am"les of com"ounds
ydrogen S o;ygen &ater
2 "arts 1 "art 2O or 1 molecule of &ater
Carbon S o;ygen Carbon 0ono;ide -a "oisonous gas.
1 "art 1 "art CO
Carbon S o;ygen Carbon dio;ide
1 "art 2 "arts CO2
J ,ll these have o;ygen stro&s! yet they are different from one another
because o;ygen is combined &ith different elements and in varying
amounts.
3. Study the table'
Com"ound Chemical Formula Chemical 8ame
,lcohol C25O ethyl alcohol
,mmonia 83 sodium bicarbonate
Ba*ing soda 8aCO3 sodium bicarbonate
+imestone CaCO3 Calcium carbonate
Sand SiO2 silicon dio;ide
Cable salt 8aCl sodium Chloride
Bable sugar C1222O11 sucrose
Vinegar C3COO acetic acid
J (hat elements com"ose each com"ound)
J In &hat "ro"ortion are these elements combined)
*. +enerali,ation
44
(hat are elements) (hat are com"ounds)
'. !!lication
-/u"ils "ic* out 1 rolled "a"er &here elements and com"ounds are
&ritten..+et children read and then classify them into elements or com"ounds.
I-. .valuation
Classify each of the follo&ing into element or com"ound
1. nitrogen
2. sulfuric acid
3. rust
4. iron
5. &ater
6. hydrogen
$. starch
G. alcohol
H. carbon
1I. table salt
-. ssign(ent
+ist ten elements and ten com"ounds in your noteboo* &ith their corres"onding
chemical formula.
I. Objectives
1. Cite evidences that matter is made u" of "articles
2. Construct a model of solid! li<uid! gas! and "lasma to sho& the structure of matter.
II. Subject Matter: rrange(ent of Molecules in Matter
45
nitrogen
o;ygen
hydrogen
carbon
oil
rust
silicon
iron
Sulfuric acid
&ater
"rotein
starch
salt
alcohol
sugar
vinegar
References: Science and ealth 6! "". 134#135
Into the Future' Science and ealth 6! "". 141#142
Science and Bechnology 1! "". 3I#32
Science and Bechnology 1! "". 42#43
Materials: diagram! mongo seeds! matchbo;es! ice! bea*er
Science Ideas:
, material may be solid! li<uid! gas! or "lasma. Solids are obAects having a
definite si@e! sha"e and volume. 0olecules are closely "ac*ed and are arranged in s"ecial
&ays.
+i<uids are substances having a definite si@e and volume but no definite sha"e.
Bhere is some looseness bet&een molecules to allo& them to sli" "ast one another.
2ases do not have a definite volume or a definite sha"e. Bheir molecules move
very fast and in all directions! yet they are com"ressible.
/lasma is ioni@ed gas! &herein the "articles are electrically charged. One e;am"le
is the gas inside a fluorescent bulb. ,nother is the atmos"here of stars. /lasma is a good
conductor of electricity and is affected by a magnetic field.
Science Processes: Observing! identifying! classifying! com"aring
#. Revie$
Elements and com"ounds
%. Motivation
8ame some obAects that you see around. %escribe each.
#. ctivit" a
Study the diagram of the models of the "hases of matter.
J %escribe the arrangement of molecules in each "hase.
J (hat are e;am"les of solids! li<uids! gases or "lasma)
J (hy is a solid rigid and com"act)
J (hy does &ater flo&)
J (hy can gases be com"ressed)
ctivit" b
1. 2et three em"ty match bo;es and a cu" of mongo seeds.
2. Fill the first bo; &ith mongo seeds until there is no s"ace left.
3. /lace about 15 mongo seeds in the second bo;.
4. Fill the third bo; &ith five mongo seeds.
5. old the first bo; then gently sha*e it)
J o& do the seeds move)
6. 2ently sha*e also the second and third bo;es.
J %o the seeds in all bo;es move in the same &ay) (hy)
J Bo &hich state of matter is the first bo; li*ened to) Bhe second bo;)
Bhe third bo;)
ctivit" c
46
1. /ut ice in a bea*er.
J (hat do you observe after sometime)
2. Boil the &ater. Observe.
J (hat changes ha""ened) (hy)
J o& is &ater found in nature in three "hases)
*. +enerali,ation
(hat are the "hases of matter) o& are their molecules arranged)
'. !!lication
1. o& do you *no& that your mother is coo*ing adobo)
2. (hat is +/2) o& does it turn to gas)
I-. .valuation
,. 9ead and &rite the letter of the correct ans&er.
1. o& are "articles in a bloc* of &ood arranged)
a. far a"art
b. very far a"art
c. very! very far a"art
d. closely "ac*ed together
2. (hich of the follo&ing illustrations is the model of li<uid &ater)
a. b.
c. d.
3. (hy do li<uids follo& the sha"e of their containers)
a. Bheir molecules are sha"eless and far a"art.
b. Bheir molecules are far a"art and move freely.
c. Bheir molecules are together but free to move and are acted u"on by gravity.
d. Bheir molecules are electrically charged and conduct electricity since they are
affected by a magnetic field.
B. 9ead each characteristic. Identify the matter described as solid! li<uid! gas or "lasma.
FFFFFFFF 4. molecules are "ac*ed together
FFFFFFFF 5. ta*es the sha"e of its container
FFFFFFFF 6. molecules move a&ay freely and hit one another
FFFFFFFF $. molecules sli" out and slide against one another
FFFFFFFF G. "articles are electrically charged
FFFFFFFF H. molecules s"read out to fill any container
FFFFFFFF 1I. it is a good conductor of electricity
C. 11#15 %ra& a model sho&ing the arrangement of molecules in solid! li<uid! gas and
"lasma materials.
-. ssign(ent
4$
Identify t&o characteristics of matter. E;"lain ho& each characteristic is de"endent on
the arrangement of the molecules of matter.
4G
I. Objectives
1. Identify the forms of energy
2. %escribe the t&o *inds of energy
II. Subject Matter : /or(s of .nerg"
References
1. Into the Future' Science and ealth VI! "". 146#15I
2. Science and ealth VI! ". 145
3. 9BEC IV
Materials
1. boo*s
2. "ictures of different sources of energy
Science *once!t
1. Bhere are different forms of energy. Bhey are chemical! mechanical! round electrical!
radiant and nuclear energy.
2. Bhe t&o *inds of energy are "otential and *inetic energy.
Science Processes
1. identifying
2. describing
3. classifying
4. generali@ing
III. 'evelo!(ental ctivities
. Pre!aration
1. ,s*'
(hat enables you to move something) (hen do you say you have done
some &or*)
2. %efine energy.
&. Presentation
1. Sho& them "ictures of different sources of energy. ave them identify each
"icture.
2. 2rou" the "u"ils into five grou"s and have them do ,ctivity 4.1 on "age 14$.
ave them observe &hat ha""ens as they do the activity.
*. 'iscussion
1. ,s* <uestions regarding the activity done by the "u"ils.
2. ,s* the "u"ils to cite e;am"les of the different forms of energy. ave them
observe their surroundings and ta*e note of these forms of energy.
3. Classify the forms of energy given by the "u"ils and then discuss their
differences.
4. %iscuss the t&o *inds of energy.
'. +enerali,ation
,s*'
1. (hat are the different forms of energy) 2ive e;am"les of each *ind.
2. %ifferentiate "otential energy from *inetic energy.
.. !!lication
Identify the energy in each of the follo&ing'
1. flat iron
2. bulb
3. ;#ray
4. sunlight
5. rice
I-. .valuation
,. Identify each form of energy described under Column B by matching them &ith the
forms of energy under Column ,. (rite only the letter before each number.
, B
1. chemical energy ,. Energy from glo&ing heat source and
radiant in all directions.
2.mechanical energy B. Energy stored in matter.
3. sound energy C. Energy "roduced by moving electrons.
4. electrical energy %. Energy "ossessed by moving body.
5. radiant energy E. Energy comes from either s"litting or
combining "articles found in the nucleus.
6. nuclear energy Bhe energy "roduced by vibrating obAect
B. Classify the follo&ing obAects listed as *inetic or "otential energy.
1. still &ater behind a dam
2. a stic* of dynamite
3. a ball is dro""ed from the to" of building
-. ssign(ent
Identify the form of energy used for each activity. Com"lete the table.
,ctivity Form of Energy
,. Burning "ieces of "a"er
B. 0a*ing bulbs glo&
C. /laying guitar
%. 9ubbing t&o stones together
E. (hen an atom s"lits into "arts
Activity 4.1 Forms of energy
Activity A
1. Light a matchstick.
2. Let it burn for a while.
a. What kind of change occurred when the matchstick burned?
b. What energy was given of by the burning matchstick?
Activity B
1. Place a toy car on the foor.
2. Push it to a desired direction.
a. What made the car move?
b. What kind of energy was used to move the toy car?
Activity C
1. trike a tuning fork hard against the edge of a wooden table several
times.
2. !bserve what ha""ens to the tuning "ork.
a. What was "roduced when the tuning "ork struck the edge of
the table?
b. Why do you think this ha""ened?
Activity D
1. Put the comb near #but not touching$ small bits of "a"er on the
table. !bserve what ha""ens to the "a"ers.
2. %ub the comb on a fannel in the same direction several times. &hen
bring the comb near the "a"er again.
'. !bserve what ha""ens to the bits of "a"er this time.
Activity E
1. Light an alcohol lam" or a bunsen burner.
2. (old your hands over the fame but be careful not to touch the lam"
or fame.
a. What did you feel?
b. What kind of energy is released by the fame?
I. O&8.*TI-.S:
%escribe ho& chemical energy is formed and used
Cite e;am"les of chemical energy
II. . Subject Matter:
*he(ical .nerg" and its Uses
&. References:
1. Into the Future' Science and ealth VI! "". 151#153
2. Science and ealth VI! "". 145#146
3. BEC /E+C IV! 1.1
*. Materials:
1. , covered carbonated soft drin*! a can o"ener! sulfuric acid! goggles! medicine
dro""er! marble chi"s
2. ,l*aselt@er tablet! candle! match! glass of &ater
3. %iagram illustrating solar energy being tra""ed by a green "lant
Science Ideas:
1. Chemical energy is "rimarily formed by "hotosynthesis in green "lants. It is also
formed through the o;idation of food in the body! burning fossils fuels and
combining chemicals li*e acids! &ater! o;ygen and other substances.
2. Bhe stored chemical energy of an obAect is released &hen it undergoes chemical
change.
Science Processes:
%escribing! identifying
III. L.R2I2+ *TI-ITI.S
#. Revie$:
(hat is "otential energy) *inetic energy) 2ive e;am"les of each)
%. Motivation
(hat ha""ens to solar energy during the "rocess of "hotosynthesis)
#. ctivit" #: *he(ical .nerg" in Medicine
a. Fill T of the glass &ith &ater.
b. %ro" an ,l*aselt@er tablet in a glass of &ater.
c. Observe
J (hat &ere formed in the &ater)
J %o you hear some sounds)
J (hat do these bubbles and sounds indicate)
J o& did the tablet move) (hy)
ctivit" %: Reaction of Sulfuric cid $ith Marble 91ear goggles
for !rotection:
a. 2et several marble chi"s.
b. >sing a medicine dro""er! "lace a fe& dro"s of sulfuric acid on the marble
chi"s.
c. Observe ho& the acid acts on the marble chi"s.
J %o you see tiny bubbles forming)
J %o you hear some sound)
J (hat did the acid form on the marble chi"s)
ctivit" ): Ra!id *he(ical .nerg"
a. +ight a matchstic*.
b. +et it burn for a &hile.
J (hat have you observed) (hat is "roduced)
J (hat *ind of change has ta*en "lace)
J Is there a ne& substance formed) E;"lain.
J 2ive other e;am"les of ra"id chemical changes.
ctivit" ;: Reaction of *hal0 $ith -inegar
a. 2et a "iece of chal*! vinegar! a bottle and a "lastic balloon.
b. /lace the vinegar inside the bottle.
c. %ro" the "iece of chal* inside the bottle.
d. Fit the mouth of the "lastic balloon to the o"ening of the bottle.
-:ou may heat the mi;ture for faster result.
J (hat ha""ened to the chal*)
J (hat ha""ened to the balloon)
J (hat &as released by the mi;ture)
ctivit" <: Slo$ *he(ical Reaction
a. Observe an old iron gate
J (hat became of the iron gate)
J (hat is the result of the reaction of iron &ith o;ygen and moisture in
the air)
J (hat change ha""ened)
ctivit" =: Uses of *he(ical .nerg"
,ns&er the follo&ing briefly
J Inside a battery! there is chemical energy. (hat can it do)
J o& does chemical energy &or* &hen yeast feed on sugar)
J o& does chemical energy &or* in fire&or*s)
J (hen is chemical energy in charcoal useful)
*. +enerali,ation'
(hat is chemical energy) o& is it used)

'. !!lication:
1. (hat do you usually light to &elcome the ne& year) (hy do fire&or*s shoot u"
in the air)
2. (hat ha""ens &hen you o"en a &arm bottle of carbonated softdrin*s) (hy)
I-. .-LUTIO2:
Choose the letter of the correct ans&er.
1. (hich of these tells about chemical energy)
a. energy in motion
b. energy stored in matter
c. energy in rest
2. o& is chemical energy in a dry cell used)
a. to "rovide electricity
b. to "rovide &ater
c. to "rovide heat
3. o& is the chemical energy in carbon dio;ide and &ater used by "lants)
a. to "roduce ne& "lants
b. to manufacture food
c. to hasten "lants to gro&
4. o& is chemical energy stored in food used by the human body)
a. for gro&th
b. for gro&th and develo"ment
c. for fattening
5. (hich device uses chemical energy on "ortable radios to "roduce sound)
a. dry cell
b. flashlight
c. generator
6. (hich of the follo&ing does a burning candle "ossess)
a. sound energy
b. nuclear energy
c. chemical energy
d. electrical energy
-. SSI+2M.2T:
2ive e;am"les of ho& chemical energy is used in your home.
I. O&8.*TI-.S:
%escribe ho& mechanical energy is formed and used
Mechanical .nerg" and its Uses
&. References:
Into the Future' Science and ealth 6! B0! "". H3#H5U BM "". 152#153 9BEC IV.
1.2.
E;cel in Science! (B! "". 64
Science for %aily >se 6! ". 11$#11G
Science and ealth 6. ". 14$
Into the Future' Science and ealth 6! "". 152#153
*. Materials:
Bicycle! door! hammer! "a"er! any obAect! bottle cover
Science *once!t:
0echanical energy is the energy that enables our muscles and machines to do
&or*.
0echanical energy is formed &ith the use of engines or motors that can do &or*
by using the energy coming from burning fossil fuels or other sources of energy.
0echanical energy is used to run motor vehicles! home a""liances! and other
machines.
Science Processes:
Identifying! describing7 "o"sicle stic*! rubber bands
#. Revie$:
Chemical energy and its uses.
%. Motivation
(hen you s&ee" the floor! &ash your clothes or carry fire&ood! &hat *ind of
energy do you use)
(hat machines are used to ma*e &or* easier)
#. Presentation:
9ead the "aragra"hs
%. ctivities:
a. %o activity 4.3! 0a*ing (heels Burn! Into the Future! ". 152
b. 1. O"en and close the door
2. ammer a nail on a "iece of &ood
3. +ift any obAect
4. Cut a "iece of "a"er.
5. 0ove the table
c. 2et a glass of &ater and ma*e a "in&heel. /our the &ater over the
"in&heel.
d. Burn the "edal of the bicycle.
). 'iscussion:
a. (hat ha""ens to the other cover) (hat *ind of energy do the &heels
have)
b. 1. (hat *ind of movement &ere used in doing the different activities)
2. (hat is the first energy that &as used in each activity)
3. %escribe ho& &or* &as done in the different activities.
c. (hat ha""ens &hen you "our a glass of &ater over the "in&heel)
d. 1. (hat ha""ens to the &heels of the bicycle as you ste" do&n&ard on
the "edal)
2. ,s you move the "edal u" and do&n! &hat other "arts of the bicycle
move)
3. (hen is mechanical energy "roduced)
*. +enerali,ation'
(hat is mechanical energy) o& is it formed and used)
'. !!lication:
(hat "rovides the needed mechanical energy in order to ma*e the follo&ing do
&or*)
1. bicycle 6. *ite
2. sailboat $. &indmills
3. *alesa G. softball
4. bo&ling "ins H. s*ateboard
5. generator 1I. can o"ener
I-. .-LUTIO2:
I. (rite the letter of the materials &hich sho& mechanical energy.
a. flat iron d. rice thresher
b. radio e. &ater "um" in use
c. electric fan f. flying bird
h. electric coconut grater
II. (rite the letter of the correct ans&er.
1. (hen can you tell that a moving body has energy)
a. Because a moving body doesnEt change its direction
b. Because moving body has s"ecific direction
c. Because a moving body sto"s &hen there is no more force to move it.
d. Because a moving body can do some &or*.
2. (hich of the follo&ing "ossesses mechanical energy)
a. moving "ro"eller of an air"lane
b. glo&ing flame that s"reads in all directions
c. vibrating obAects
d. s"litting or combining "articles found in the nucleus.
3. (hat is mechanical energy)
a. energy stored in matter
b. energy "roduced moving electrons
c. energy "ossessed by a moving body
d. energy generated from the interior of the earth.
-. SSI+2M.2T:
2ive other e;am"les of a""liances that sho& mechanical energy.
I. O&8.*TI-.S:
%escribe ho& electrical energy is formed and used
.lectrical .nerg" and its Uses
&. References:
Into the Future' Science and ealth 6! "". 154#156 BM! B0! "". H$#HG
Science and ealth 6! BM! "". 15I
E;cel in Science (B! ". 66
Science for %aily >se 6! "". 11H#121
*. Materials:
Electric fan! lam"! flat iron! bell! radio! flashlight! 2 dry cells! co""er and @inc
stri"! co""er &ire! light bulb! dilute sulfuric acid! glass Aar
Science *once!t:
Electricity is the energy of electrons flo&ing through conductors li*e co""er and
aluminum.
Electrical energy is generated
o& is mechanical energy generated in a car)
a. through movement of "iston
b. through the &ater found in fossil fuels.
c. through sunlight absorbed by the car.
d. through the o;idation of fossil fuels.
Bhrough hydroelectric or nuclear "o&er "lants.
Electrical energy is used to light our homes and run our home a""liances.
Science Processes:
%escribing! enumerating! demonstrating
#. Revie$:
0echanical energy
%. Motivation
Can you live a convenient life &ithout lights! oven! &ashing machine!
television sets and other a""liances) o& do sounds and "ictures reach you
from the radio or BV station)
#. Presentation:
9ead the te;t.
%. ctivities:
a. /lug the electric fan and s&itch it on. %o the same to the electric lam"! flat
iron! bell and radio.
b. 1. 2et a flashlight. S&itch it on
2. Insert 2 dry cells "ro"erly and turn on the flashlight.
3. /ut dry cells in a "ortable radio. Burn on the radio.
4. 9emove the dry cells from the radio. S&itch on the radio.
c. %o investigate! Science and Health 6! ". 15I
). 'iscussion
a. (hat &as "roduced &hen the follo&ing &ere s&itched on)
Electric fan FFFFF
Electric lam" FFFFFF
Electric flat iron FFFFFFF
9adio FFFFFFF
Electric bell FFFFFFF
(hat conversion is needed in these a""liances in order to do &or*)
b. 1. (hat ha""ens &hen you s&itched on the flashlight)
2. (as light "roduced) o&)
3. %id you hear any sound) (hy)
4. (as the radio able to "roduce sound Aust li*e in ste" 3) (hy)
c. (hat ha""ens to the light bulb)
*. +enerali,ation'
(hat is electrical energy) o& is it formed and used)
'. !!lication:
o& do &e use electrical energy at home)
(hat are some &ays of conserving electrical energy)
I-. .-LUTIO2:
9ead and &rite the letter of the correct ans&er.
1. (hat form of energy does a lighted lam" "ossess)
a. chemical
b. electrical
c. mechanical
d. radiant
2. (hat is electrical energy)
a. energy stored in matter
b. energy "roduced by a vibrating obAect
c. energy "roduced by moving electrons.
d. energy generated from the interior of the earth.
3. (hich "lant or factory does not generate electicity)
a. green "lant
b. geothermal "lant
c. hydroelectric "lant
d. nuclear "o&er "lant
4. (hich of the follo&ing generates electricity)
a. television
b. generator
c. refrigerator
d. &ashing machine
5. (hen gasoline is burned in a car engine! &hat energy is generated)
a. light
b. nuclear
c. chemical
d. mechanical
6. (hich of the follo&ing uses electrical energy)
a. flat iron
b. neon bulb
c. food mi;er
d. all of these
$. (hy is electrical energy very useful in our homes)
a. It is chea"
b. It is convenient to use
c. It is easy to obtain
d. It hel"s do &or* easier and faster.
-. SSI+2M.2T:
0a*e a list of the uses of electricity.
%escribe &hat could ha""en if electricity &as shut off for 24 hours in the city in the
follo&ing.
o trans"ort system
o hos"ital
I. O&8.*TI-.S:
%escribe ho& radiant energy is formed and used
Radiant .nerg" and its Uses
&. References:
Into the Future' Science and ealth 6! B0! "". HH#1I1! BM! "". 15$#15G
Science and ealth 6! BM! "". 151
E;cel in Science (B! ". 6$
Science for %aily >se 6! "". 122#124
BEC IV. 1.4! ". 21
*. Materials:
Bond "a"er! magnifying lens! candle! flashlight! "icture of the sun! ;#ray
negatives! charcoal
Science *once!t:
9adiant energy is used to dry clothes! disinfect beddings! diagnose diseases or
abnormalities in the internal organs of the body and "reserve fruits and
vegetables.
9adiant energy is energy of electromagnetic &aves that travels through matter or
s"ace to&ards all directions from the source.
Science Processes:
%escribing ! identifying! observing! interfering
#. Revie$:
Electrical energy and its used.
%. Motivation
o& does your body feel &hen you stand under the sun for several minutes)
(hy do land! &ater! air! and almost anything on earth become &arm on sunny
days)
#. Presentation:
Sho& a "icture of the sun. %ra& the sun to e;"lain radiate! radiation.
Illustrate ho& radiant energy travels in all directions from one source
in the form of electromagnetic &aves.
9ead te;t.
%. ctivities:
a. On a bright sunny day! get a magnifying lens and hold it for several
minutes a fe& inches above a cou"on bond.
b. /lace your hand over a glo&ing charcoal.
c. 1. %ar*en the room. +ight a candle and a *erosene lam". Observe
2. /lace your hands near the flame of the candle.
3. 0ove your hand farther and farther a&ay.
d. S&itch on the flashlight. Observe the direction of the energy from the
flashlight.
e. 9ead te;t
). 'iscussion
a. 1. (hat ha""ened to the bond "a"er)
2. (hy did this ha""en) o& did radiant energy travel)
3. (hat forms of radiant energy are given off by the sun)
b. (hat did you feel &hen you "laced your hand over a glo&ing
charcoal) (hy)
c. 1. (hat &as the condition of the room before and after the candle
&as lighted)
2. Can you see things better &hen the candle &as lit)
3. (hat made you see the things around better)
4. In &hich "art of the room did the light s"read out)
5. (hat did you observe &hen you "laced your hand over the flame)
6. o& did you feel the energy from the flame as you moved your
hand farther and farther a&ay)
$. (hat other form of energy &as "roduced by the flame)
d. (hat energy &as "roduced by the flashlight)
e. 1. (hat are the different forms of radiant energy)
2. o& is radiant energy used)
*. +enerali,ation'
(hat is radiant energy) (hat are the different forms of radiant energy) o& is
radiant energy used)

'. !!lication:
1. Bhe follo&ing are forms of radiant energy. Chec* the item if it is an a""lication of
the "articular form of radiant energy. /ut an M if not.
a. radio &ave
1. heating of food
2. radio communication
3. treating cancer
4. medicine
5. television
b. ultraviolet rays
1. hel"s in "roducing vitamin % in our body
2. nuclear structure research
3. hill germs
4. "hotosynthesis
5. guide missiles
c. infrared rays
1. source of heat
2. vision
3. communication
4. guide missiles
5. study land contour
d. visible light
1. vision
2. "hotogra"hy
3. coo*ing
4. "hotosynthesis
5. agriculture
e. ;#rays
1. medicine
2. vision
3. agriculture
4. industry
5. heating food
f. gamma rays
1. treating cancer
2. nuclear structure research
3. communication
4. heating food
5. television
2. (hat do you thin* &ould ha""en &ithout the sunEs radiant energy)
I-. .-LUTIO2:
1. It is the energy from glo&ing heat source and s"reads in all directions.
a. chemical
b. electrical
c. radiant
d. geothermal
2. (hat is the chief source of radiant energy)
a. sun
b. moon
c. comet
d. asteroid
3. (hen is radiant energy harmful)
a. It causes sunburn
b. It is used to dry clothes
c. It is used to diagnose diseases
d. It is used to disinfect beddings
4. (hat is one &ay by &hich "hysicians determine a healthy "air of lungs)
a. by using ;#ray
b. by using a camera
c. by using a microsco"e
d. by using a video machine
5. o& is radiant energy also called as it changes into heat energy &hen the sunEs
rays stri*e the earth)
a. light
b. thermal
c. electrical
d. geothermal
6. o& is radiant energy used in medicine)
a. It is used to dry clothes
b. It is used to "ressure fruits
c. It is used to disinfect beddings
d. It is used to destroy abnormal cells in the body
$. (hat *ind of energy is used to disinfect our beddings)
a. radiant
b. electrical
c. nuclear
d. mechanical
-. SSI+2M.2T:
Fill u" the table.
Form of 9adiant Energy >ses
1.
2.
3.
4.
5.
6.
I. O&8.*TI-.S:
%escribe nuclear energy and its uses
2uclear .nerg" and its Uses
&. References:
Into the Future' Science and ealth 6! B0! "". 1I1#1I3! BM! "". 15H#16I
Science and ealth 6! BM! "". 152#153
E;cel in Science (B! ". 6G#6H
Science for %aily >se 6! "". 125#126
BEC IV. 1.5! ". 21
*. Materials:
Illustration! "ictures! dra&ings
Science *once!t:
8uclear energy is the energy stored in the central "art or nuclear of the atom.
8uclear fision and nuclear fusion.
8uclear fission is the brea*ing or s"litting of atomic nuclei of a heavy element
li*e uranium! thus "roducing substances of less mass releasing tremendous energy
in the "rocess.
8uclear fission is the "rocess of combining atomic nuclei of light elements li*e
hydrogen and lithium! thus "roducing elements of larger mass releasing
tremendous energy as they crash into each other.
8uclear energy is used to "o&er submarines! satellites and aircraft carriers. It
enables them to travel over a long "eriod of time &ithout sto""ing to refuel.
9adiant energy is energy of electromagnetic &aves that travels through matter or
s"ace to&ards all directions from the source.
Science Processes:
%escribing !e;"laining! inferring! identifying
#. Revie$:
(hat is radiant energy) (hat are its different forms) o& is it used)
(hat are atoms) (hat are the basic "articles of atoms)
%. Motivation
a. ave you heard about our very o&n Bataan 8uclear /o&er /lant)
b. 9elate &hat ha""ened during the Chernobyl accident in 9ussia sometime
in 1HG6#the harm done by this nuclear lea* to environment! animals! and
"eo"le of Euro"e.
#. Presentation:
a. Study the illustration of the uranium.
b. Sho& illustration on ho& nuclear energy is "roduces.
c. 9ead te;t.
%. ctivities:
a. 1. +et one domino tile stand vertically then fli" it &ith a finger.
2. Set all the domino files one after the another in a vertical column at a
distance of 15 mm.
3. Fli" the 1
st
domino tile so that it falls on the ne;t tile. Observe.
Observe the chart of a nuclear reaction.
b. %ra& a diagram to sho& the "rocess of nuclear fission. Illustrate the
s"litting of nuclei and the energy released.
c. Illustrate the idea of nuclear fusion. Sho& the combining of nuclei and the
releasing of energy.
d. 9ead te;t
). 'iscussion
a. 1. (hat ha""ened to the domino tile &hen you fli""ed it)
2. %id you hear any sound as it fell)
3. Com"are the sound "roduced in <uestion 2 &ith the sound
"roduced &hen all the domino tiles colla"sed.
4. (hat can one "article do to other "articles)
5. o& can you associate this activity &ith atomic bomb e;"losion)
2ote:
+et a domino tile re"resent a neutron. (hen a neutron
stri*es the nucleus of another atom! it &ill release
other neutrons &hich &ill then stri*e any available atom. Bhe
reactions go on one after the other and cause a chain
reaction.
+et the sound "roduced by a falling domino re"resent the
energy released in a nuclear reaction. , chain
reaction involves more atoms. ence! more energy is
released.
b. %escribe nuclear fission.
c. 1. (hat great hel" does nuclear energy give to man)
2. (hat are the beneficial uses of nuclear energy)
3. (hat great environmental damage and human suffering may be
caused by nuclear energy)
*. +enerali,ation'
(hat is nuclear energy) o& is it formed) (hat are some of its beneficial effects
and harmful effects)

'. !!lication:
1. +oo* at the "icture of an atomic e;"losion. (hy do you thin* an atomic or
nuclear bomb "roduces tremendous "o&er)
2. Bhe "resident is "lanning to "ut u" a functional nuclear "lant in our country. (ill
you agree or disagree) (hy)
I-. .-LUTIO2:
1. o& is nuclear energy "roduced)
a. through bombardment of atoms
b. through the s"litting a"art of nucleus.
c. through the combination of a heavier atom &ith a lighter atom.
d. bath a and b
2. (hich of the follo&ing does not use nuclear energy)
a. flo&ing ricefield
b. "o&ering ricefield
c. "o&er and submarine
d. generation of electricity
3. (hy is nuclear fusion less harmful than nuclear fission)
a. nuclear fusion can su""ly energy energy to homes.
b. nuclear fusion has an abundant su""ly of radioactive &astes.
c. 8uclear fusion "roduces very little radioactivity and less dangerous &aste
"roducts.
d. 8one of the above.
4. (hy does the s"litting of atoms generate electricity)
a. It can "roduce light
b. It can "roduce sound
c. It has tremendous amounts of energy.
d. It releases some "eculiar characteristics.
5. (hat form of energy comes from either s"litting or combining of "articles found
in the nucleus)
a. mechanical
b. radiant
c. electrical
d. sound
-. SSI+2M.2T:
%ra& ho& nuclear energy is "roduced by nuclear fission and nuclear fusion.
Fill in the blan*s.
1. S"litting and combining of atom can "roduceFFFFFFF.
2. FFFFFFF is the energy "roduced from changes in nuclei! the small heavy
centers of atoms.
3. By FFFFFF! a heavy nucleus of radio active element s"lits in t&o and releases
neutrons &hich causes other nuclei to divide.
4. FFFFFFF is the continuing s"litting of atoms.
5. Bhe heat energy coming from the nuclear energy is used to heat &ater to form
steam &hich drives turbines to generate FFFFFF.
I. O&8.*TI-.S:
%escribe sound energy and its uses
Sound .nerg" and its Uses
&. References:
Science and Bechnology! ". 6$
E;cel in Science! ". 65#66
Science for %aily >se 6! "". 12$#12G
BEC IV. 1.6! ". 21
*. Materials:
Buning for*! basin! drum! guitar! &ater! rubber band! bell! "ieces of "a"er
Science *once!t:
Sound energy ma*es communication easy. Sound music gives us "leasure.
Science Processes:
Observing! describing! inferring
#. Revie$:
8uclear energy and its uses
%. Motivation
(hat is the first sound that you hear &hen you &a*e u" in the morning) (hat
sounds do you hear in the street of a busy city and during ne& year)
#. Presentation:
a. um a song. Feel your nec* as you hum. %o you hear sound) %o you feel
vibrations in your nec*)
%. ctivities:
a. 2et a rubber band. Stretch the rubber band tight &ith your fingers. +et
your "artner "luc* the rubber band. Observe.
b. Strum the guitar. Observe &hat ha""ens to the strings.
c. Beat the drum. /lace some small "ieces of "a"er on it. Observe &hat
ha""ens to these "ieces of "a"er.
d. Fill the basin &ith &ater. Stri*e the "rongs of the tuning for* then di"
them into the &ater. Observe &hat ha""ens to the &ater. (hat does
this sho&)
e. 9ing the bell. Feel its surface &hile it is ringing. (hat do you observe)
9ecord all your observations.
). 'iscussion
,. 9ecord all your observations in the follo&ing chart.
0aterials observation
a. rubber band
b. guitar
c. drum
d. tuning for*
e. bell
a. 1. (hat &ere "roduced in the materials &hen you did the activities)
2. (hy did the "ieces of "a"er move &hen you "laced them on the
drum)
*. +enerali,ation'
(hat is sound energy) o& is it formed and used)

'. !!lication:
1. Can &e communicate effectively &ithout sound) Can &e enAoy music) o& does
good music ma*e you feel)
2. Chec* the sentence &hich describes sound energy and its uses.
a. ,ll vibrating obAects "roduce sound.
b. Solids can be created in a vacuum.
c. Sound can be created in a vacuum.
d. Sound travels in &aves.
e. Sound can be used for entertainment.
f. (e use sound for communication.
g. >ltrasound can be used to find detects in metals.
i. Sound travels in all directions.
A. Sound can be measured in terms of units called meters.
I-. .-LUTIO2:
Fill in the blan*s.
1. Sound is "roduced &hen an obAect FFFFFFFF.
2. Sound travels in FFFFFFFF.
3. /eo"le use sound &hen they FFFFFFF.
4. FFFFFF energy is "roduced by vibrating bodies7 obAects.
5. Sound travels faster in FFFFFFF.
(rite B if the statement is true. If false! ma*e the statement correct.
6. Sound can travel through a vacuum.
$. Sound travels faster in solids.
G. Our daily communication consists mostly of sound.
H. (hen an obAect is moving or has *inetic energy! it "roduces sound.
1I. Sound travels to the ears in the form of &aves.
-. SSI+2M.2T:
,side from the bamboo cannon! &hat other devices are locally made to "roduce
sound to celebrate 8e& :ear)
+evi Celerio is a 8ational artist for music. e "roduced musical tunes &ith rolled
leaves. Find out from your elders if they can do the same. /erha"s you can try
rolling a bamboo leaf! tie the ti" in a *not and slo&ly blo& through it.
I. Objectives
1. E;"lain ho& the different forms of energy are formed and used
II. #. Subject Matter : Ho$ .nerg" is /or(ed and Used
%. References:
BEC /E+C V. 1.2 ".H
Into the Future' Science and ealth 6! ". 161
). Materials
chart
Science Ideas:
1. %ifferent forms of energy are "roduced differently and have varied uses.
Science Processes:
Observing! e;"laining! identifying
III. Procedure
. Preli(inar" ctivities
#. Revie$
(hat are the different forms of energy)
%. Motivation:
(hat forms of energy do you use at home and in school)
&. Lesson Pro!er
#. ctivit" #
9ead the set of &ords in the bo;. Classify them under the follo&ing
headings.
Forms of Energy o& It Is Formed o& Is It >sed
J o& are the different forms of energy "roduced)
J o& are they used)
J (hich forms of energy are similar and ho& they are formed)
J (hich forms of energy are similar and ho& they are used)
J (hich forms of energy are commonly used at home)
J (hich forms of energy are commonly used in factories)
*. +enerali,ation
o& are the different forms of energy formed and used)
'. !!lication
/ic* out a "iece of "a"er &here the forms of energy are &ritten. 2ive s"ecific
e;am"les on ho& the energy is used.
I-. .valuation
0atch the forms of energy to ho& each is used.
a. for cam"fire FFFFF 1. mechanical energy
b. beat of the bars drum FFFFF 2. radiant energy
c. for running cars FFFFF 3. electrical energy
d. for ma*ing canned goods FFFFF 4. sound energy
e. for su""lying "o&er to
refrigerators FFFFF 5. chemical energy
-. ssign(ent
+ist the different forms of energy! ho& they are formed! and ho& they are used.
I. Objectives
Cite evidences that chemical energy change to other forms of energy
II. #. Subject Matter : Transfor(ation of *he(ical .nerg" to Other /or(s of
.nerg"
%. References:
BEC /E+C V. 1.2! ".H
Science and ealth 6! "". 155#15$
). Materials
dry cells! flashlight! battery#o"erated toy car! transistor radio! glass Aar!
ammonium chloride! "otassium "ermangarate! @inc stri"! bulb! carbon rod
Science Ideas:
1. Chemical energy can be transformed or converted to mechanical! electrical!
sound! heat and light energy.
Science Processes:
Observing! mani"ulating7 e;"erimenting! identifying! e;"laining
III. Procedure
#. Revie$
(hat are the different forms of energy) o& are they formed and
used)
%. Motivation:
(hen you go to Boy Scout or 2irl Scout cam"ings! &hat do you
usually build at night) (hat is used to build fire) (hat ha""ened
&hen you burned the cho"s of &ood)
&. Lesson Pro!er
#. ctivit"
a. 2et t&o dry cells and "ut them in the flashlight.
b. Burn on the s&itch.
J (hat energy is stored in the battery)
J (hat ha""ened &hen you s&itched on the flashlight)
J (hat energy changes ha""ened)
c. 2et the dry cells in the flashlight.
d. Bransfer them in the small transistor radio.
e. Bune in the radio.
J (hat energy &as formed &hile turning on the radio)
ctivit" &
1. 2et a glass Aar big enough to hold about t&o cu"s of &ater.
2. /ut five tables"oons of ammonium chloride in the &ater.
3. ,dd hot &ater until the glass Aar is full.
4. Stir the solution until the ammonium chloride is com"letely
dissolved.
5. ,dd one tables"oon of "otassium "ermanganate and stir.
6. Connect one end of a &ire to one end of a @inc stri".
$. Connect the other end to the bulb.
G. /ut the stri" of @inc and carbon rod into the chemical mi;ture on
o""osite sides.
J %oes the bulb light)
J (hat is "roduced)
J Is the bulb hot)
J (hat energy transformation too* "lace)
ctivit" *
1. Study the illustration on ". 156 of Science and Health 6.
J (hat energy is found in the "lants)
J (hat energy is stored in the remains of coal)
J (hat energy is found in the remains of "lants)
J (hat energy transformation too* "lace in ,! B! and C)
*. +enerali,ation
Into &hat other forms may chemical energy be changed)
'. !!lication
(hy can a battery#o"erated toy move) (hat energy transformation ta*e
"lace)
I-. .valuation
(hat energy changes are sho&n by the follo&ing)
1. man eating food and &ashing
2. burning of &ood
3. lighting a flashlight
4. turning on a radio &hich uses batteries
-. ssign(ent
2ive materials at home that "ossess chemical energy. %ra& a flo& diagram
sho&ing energy transformation.
I. Objectives
Cite evidences that electrical energy can be changed to other forms of energy
II. #. Subject Matter : *hanging .lectrical .nerg" to Other /or(s of .nerg"
%. References:
BEC /E+C V. 1.2! ".H
Science and ealth 6! "". 15H
Into the Future' Science and ealth 6! ". 162#163
). Materials:
electric fan! electric iron! lam"! electric bell! dry cell! s&itch! connecting
&ires! stri"s of cloth ta"e! toy motor
Science Ideas:
Electrical energy has to be changed to other forms of energy before it can do
&or*.
, motor is a device that transforms electrical energy to mechanical energy.
III. Procedure
#. Revie$
(hat materials at home ma*e use of mechanical energy) Brace the
conversions.
%. Motivation:
Electricity is one form of energy that is commonly used in our homes.
9ecall a time &hen you e;"erienced "o&er failures. o& did you feel)
Into &hat forms of energy is electricity changed so it could be used.
#. ctivit"
a. Burn on the electric fan.
J (hat ma*es the blades of the fan move)
J (hat energy do the moving blades have)
J Into &hat form of energy &as electricity changed) Brace the
conversion.
%. ctivit" &
a. S&itch on an electric iron.
J (hat ha""ens)
J Into &hat form of energy is electricity changed) Brace the
conversion.
). ctivit" *
1. S&itch on a lam".
2. Bouch the bulb as soon as it lights u".
3. Bouch it again after a fe& minutes.
J Into &hat forms of energy is electrical energy transformed)
Brace the conversion.
ctivit" d
1. /ress the s&itch of the electric bell.
2. (hat energy changes ha""en)
ctivit" e
1. 2et the follo&ing materials' a ne& dry cell! s&itch! connecting
&ires! stri"s of cloth ta"e! and a toy motor.
2. Set u" the materials as sho&n on ". 162 of Into the Future: Science
and Health 6.
3. ,ttach a stri" of cloth to the motor
4. /ush the =on? button of the s&itch and observe &hat ha""ens to
the stri"s of cloth attached to the motor.
J (hy do you thin* did this ha""en)
J (hat energy transformation ha""ened &hen the motor ran)
J (hat do you thin* is the use of an electric motor)
*. +enerali,ation
o& is electrical energy converted to other forms of energy)
'. !!lication
(hat other a""liances at home change electrical energy to mechanical
energy)
(hat energy transformation ta*es "lace &hen the +ight 9ail&ay Bransit
moves and &hen you "lug the cassette ta"e recorder)
I-. .valuation
(rite the energy changes in the follo&ing'
1. oven toaster FFFFFFFFF
2. door bell
3. floor "olisher
4. blender
5. television set
(hat "articular e<ui"ment in your home uses electrical energy)
-. ssign(ent
Enumerate the energy transformation that ha""ens.
I. Objectives
Cite evidences that mechanical energy is transformed into another form
II. #. Subject Matter : Transfor(ation of Mechanical .nerg" to Other /or(s
of .nerg"
%. References:
BEC /E+C V. 1.2! ". H
Science for %aily >se 6! ". 12H
). Materials: illustrations! bicycle dynamo! bulb! electrical &ires
Science Ideas:
, generator is a device that transforms mechanical energy to electrical energy.
Science Processes:
Observing! mani"ulating7 e;"erimenting! identifying! e;"laining
III. Procedure
#. Revie$
0aterials or devices used at home "ossessing chemical energy and
the energy transformations that ta*es "lace.
%. Motivation:
Sho& a &orld ma". Find 8etherlands. o& is 8etherlands commonly
*no&n) (hy)
(hat things in our environment move) (hat energy do they "ossess)
#. ctivit"
a. Study the illustration ,
J (hat energy does running &ater "ossess)
J o& is the mechanical energy of running &ater transformed to
electrical energy)
%. ctivit" &
a. Study the illustration b
J o& is &ind energy harnessed to "roduce electricity) o& is it
harnessed to "um" &ater)
). ctivit" *
1. Connect a bicycle dynamo or generator to a bulb in a holder as
sho&n on ".163 Into the Future Science and Health 6.
2. >se electrical &ires to connect the t&o materials.
3. ,ttach an a""ro"riate handle to the dynamo
4. Burn the handle of the dynamo and observe &hat ha""ens to the
bulb.
J (hat ha""ens to the bulb &hen the handle of the dynamo is
turned)
J (hat caused the bulb to light u")
J (here did the energy come from)
J (hen does a generator "roduce electrical energy)
J (hat is a generator)
*. +enerali,ation
o& is mechanical energy transformed to other forms of energy)
'. !!lication
o& is energy transformed in bi*ing)
I-. .valuation
o& is mechanical energy changed to other forms in the follo&ing situations)
Brace the conversions.
1. dam 3. "laying an organ
2. &indmills
-. ssign(ent
2ive an e;am"le of a material or device at home &hich ma*es use of
mechanical energy. Brace the conversions.
I. Objectives
Cite evidences that light energy can be changed to other forms of energy
II. #. Subject Matter : Transfor(ation of Light .nerg"
%. References:
BEC /E+C V. 1.2! ".H
Science and ealth 6! "". 16I
). Materials:
"ictures! chart
Science Ideas:
+ight energy can be transformed into other forms of energy such as chemical!
electrical and mechanical energy.
Science Processes:
Observing! inferring! identifying
III. Procedure
#. Revie$
%. Motivation:
ave you seen Names Bone movies &herein the hero tries to steal a
very valuable gem) (hy canEt he easily "ass through)
#. ctivit"
a. Sho& a "icture of a "hotoelectric cell. (hich is used in burglar alarm
devices. -". 16I Science and ealth 6.
J (hat is a "hotoelectric cell)
J Brace the transformation that occurs &hen "hotoelectric cells are
used in'
1. burglar alarm! devices
2. traffic light controls
3. door o"eners
%. ctivit" &
a. 9ecall the "rocess of "hotosynthesis
J Brace the energy transformation that occurs during the "rocess of
"hotosynthesis.
*. +enerali,ation
o& is light energy changed to other forms of energy)
'. !!lication
(hen a "hotogra"her ta*es your "icture! ho& is your image recorded on the
film)
I-. .valuation
Brace the transformation of light energy to other forms of energy using a
"hotoelectric cell for burglar alarms.
-. ssign(ent
Cite an e;am"le of ho& light energy or radiant energy can be transformed to other
forms of energy.
Brace the changes that occur.
&*4+ROU2' I2/ORMTIO2 /OR T.*H.RS
+ight energy is used by green "lants to manufacture food. +ight energy is changed to
chemical energy &hen it is absorbed by the molecules of chloro"hyll during "hotosynthesis.
+ight energy is used in "hotogra"hy. It causes the chemical energy to act on the film in
the camera so that an image is received on the film.
+ight can also be used to "roduce electric current in some metals. , "hotoelectric cell is a
device &hich uses a light sensitive metal called cesium. (hen light shines on this metal! electric
current is "roduced. , "hotoelectric cell can therefore act as a s&itch to turn other device on and
off. Bhis cell is often used in modern buildings to o"en and close doors as somebody a""roaches
them. It can also be used for burglar alarms and in traffic lights.
I. Objectives
Observe that heat is al&ays "roduced &hen energy transformation occurs
II. #. Subject Matter : Heat as a Product of .nerg" Transfor(ation
%. References:
BEC /E+C V. 1.2! ".H
Into the Future' Science and ealth 6! "". 16H#1$1
). Materials:
"ictures! radio! electric fan
Science Ideas:
,n energy is transformed to do useful &or*! heat is al&ays "roduced.
Science Processes:
Observing! inferring! identifying
III. Procedure
#. Revie$
(hat are the different forms of energy)
%. Motivation:
Nog around the room. o& do you feel after five minutes) (hy)
#. ctivit"
a. /lug and s&itch on the radio! BV set! and electric fan.
b. ,fter ten minutes! feel the a""liances.
J (hat ha""ened to the tem"erature of the a""liances)
J (hat energy transformation ha""ened in each a""liance)
J (hat &as "roduced &hen energy transformation recurred)
J If &e let the a""liances o"en for several hours! &hat &ill ha""en to
their tem"erature)
J (hat does this activity sho&)
*. +enerali,ation
(hat *ind of energy is released as a "roduct of energy transformation)
'. !!lication
Select a "icture of an obAect. Brace the energy transformation that ta*es "lace
&hen you "ut them to &or*.
1. flashlight
2. car
3. coal
4. bulb
I-. .valuation
E;"lain ho& energy transfer occurs in the follo&ing situations'
1. running
2. &atching television
3. ironing clothes
-. ssign(ent
2ive t&o e;am"les &here heat is "roduced after energy transformation.
I. Objectives
E;"lain the effects of energy transformation7transfer to the environment
II. #. Subject Matter : .ffects of .nerg" Transfor(ation and Heat on the
.nviron(ent
%. References:
BEC /E+C V. 1.2! ".H
Into the Future' Science and ealth 6! "". 1$5#1$6
). Materials:
thermometer! glass! "ictures
Science Ideas:
eat released during energy transformation goes to the environment and
gradually causes changes in the tem"eratures and climates of the earth. Bhis
leads to thermal "ollution.
Science Processes:
Observing! identifying! e;"erimenting
III. Procedure
#. Revie$
%. Motivation:
(hat ha""ens &hen heat is absorbed by the body)
#. ctivit"
a. (i"e the thermometer &ith cotton met &ith alcohol.
b. Sha*e it until the mercury goes do&n to @ero degree.
c. /lace the thermometer under your tongue then close your mouth or
"lace it under your arm"it.
d. +et the thermometer stay in your mouth7under your arm"it for these
minutes.
e. ,fter three minutes! read the tem"erature registered in the
thermometer.
J (hat is the tem"erature reading in the thermometer)
J (hy did the mercury rise in the thermometer)
J (here did the heat come from)
J (here did it go)
ctivit" &
1. /lace a thermometer in a small glass &ith &ater. 2et the tem"erature
reading of the &ater. Bhis is your initial tem"erature.
2. eat a "iece of &ire over a flame until it glo&s. %i" the glo&ing &ire
into the glass of &ater using an insulated holder.
3. 0easure the &ater tem"erature again. Com"are it &ith the initial
tem"erature reading.
J (hat is the initial tem"erature of &ater) Bhe second tem"erature)
J Com"are the 1
st
and 2
nd
recorded tem"erature of &ater.
J (hy did the mercury rise in the thermometer)
J (here did the heat come from)
J (here does the heat from the &ire go as you di" it into the &ater)
J o& &as heat transferred to the &ater)
J (hat can you infer about heat energy in this activity)
ctivit" *
1. E;"lain ho& heat is "roduced during energy transformation. Bell
&here the heat goes.
J o& do factories o"erate their machines)
J (hat ha""ens to the heat released to the environment)
*. +enerali,ation
o& does heat released during energy transformation affect the
environment)
'. !!lication
,. o& is heat "roduced in the follo&ing situations) (here does the heat go)
-use of "ictures.
1. :ou run! &or* and "erform "hysical activities.
2. :ou burn fuel &hen you coo*
3. Vehicles use fuels to run
B. Chec* the situation &hich sho&s that heat "roduced is transferred to the
environment.
FFFFF 1. obAects near a fire"lace become &arm.
FFFFF 2. Aogging for five minutes
FFFFF 3. coo*ing bibing*a over glo&ing charcoals.
FFFFF 4. building fire by friction
FFFFF 5. roasting a lechon
FFFFF 6. using an umbrella
FFFFF $. &arming of the electric fan
FFFFF G. &arm &ater in a glass become cool after a fe& minutes
FFFFF H. a "iece of metal "laced near a burning &ood became hot
FFFFF 1I. a glo&ing rod cools off after 2I minutes.
I-. .valuation
1. E;"lain ho& hot food left on the "late becomes cool after sometime.
2. (hat ha""ens &hen electric "o&er "lants and other factories dum" hot &ater into
nearby rivers! la*es and seas)
-. ssign(ent
(hy is it &armer in the cities than in the country side)
I. Objectives
Cite evidences that energy is neither created nor destroyed but is only transformed
from one form to another
II. #. Subject Matter : The *onservation of .nerg"
%. References:
BEC /E+C IV. $.1
Into the Future' Science and ealth 6! "". 1$2#1$4
Science and ealth 6! ". 162
). Materials:
*g of ice! "lastic bag! small basin! &eighing scale! cardboard! string! 1I g &t.
Science Ideas:
Bhe la& of Conservation of Energy states that energy is neither created nor
destroyed but it is only transferred from one form to another.
Science Processes:
Observing! identifying! e;"erimenting! describing
III. Procedure
#. Revie$
(hat is "otential energy) (hat is *inetic energy)
%. Motivation:
Energy is transformed from one form to another to be useful. +oo* at
this "ar*ed car -toy car.. (hat energy does it "ossess) (hen the carEs
engine is s&itched on! &hat energy is released) (hat ha""ens to the
car)
#. ctivit"
a. 0a*e an arro& from a hard cardboard measuring a cm long.
b. Bore a hole in the cardboard. Bie the arro& &ith a 2I cm string. Ba"e a
1I#g &eight at the center of the cardboard. Bhis &ill ma*e the arro&
stable.
c. ang the arro& on the &all or blac*board.
d. >se a "iece of chal* to dra& a hori@ontal line on the &all. Bhis line
&ill serve as your reference "oint.
e. /ut the arro& to the left and then release it immediately.
J %oes the height of the arro& remain the same) (hy) (hy not)
f. 9e"eat ste" 5 but this time! "ull the arro& to the right.
g. 9e"eat ste" 5 and 6.
J ,t &hat "oint did the arro& move very fast)
J ,t &hat "oint did it momentarily sto")
J (hat &as its highest "osition)
J (hat energy changes ha""ened)
ctivit" &
1. Study the "ictures of a girl on a slide.
J E;"lain the +a& of Conservation of Energy as sho&n in the
"ictures. /. 1$4 Into the Future' Science and ealth 6.
*. +enerali,ation
(hat is the +a& of Conservation of Energy)
'. !!lication
E;"lain ho& the la& of conservation of energy is a""lied to riding a bicycle.
I-. .valuation
E;"lain the energy transformation that ta*es "lace &hen you "lay the yoyo.
-. ssign(ent
%escribe ho& "otential energy is transformed to *inetic energy and vice#versa in
the "rocess of ball thro&ing7 ball bouncing.
I. Objectives
Enumerate &ays of conserving energy
II. Subject Matter
1a"s of *onserving .nerg"
Reference
1. Science and ealth VI! ". 163
2. Science and Bechnology I! "". 143#145 -S.
3. BEC /E+C IV! $.1
Materials
/ictures
Science *once!t
Energy should be conserved
Science Processes
1. enumerating
2. identifying
III. 'evelo!(ental ctivities
. Pre!aration
1. Sho& a "icture of a boy riding in a bicycle. E;"lain7cite evidence &hich
sho&s that energy is neither created nor destroyed but only transformed from
one form to another.
2. o& im"ortant is electricity to us) (hat are the uses of electricity at home
and in industry)
&. Presentation
1. Sho& a "icture of a house &ith incandescent bulb. %oes it sho& conservation
of electric "o&er)
2. Sho& "ictures of a""liances such as BV! radio! electric fan! &ashing machine!
refrigerator etc. (hat &ill you do to these a""liances after using them)
*. 'iscussion
%iscuss the different &ays &e can do to hel" conserve energy to lo&er energy
costs in coo*ing! using different electric a""liances! electric bulbs! etc.!
'. +enerali,ation
o& can &e hel" in conserving energy)
.. !!lication:
(hen using a""liances! &hat measures can you do to conserve energy
consum"tion)
I-. .valuation
,. /ut a chec* mar* before the number if the "ractice is "ro"er and a cross if it is im"ro"er.
1. /re"are all the necessary things in coo*ing before starting to coo*.
2. Clean bulbs regularly to have bright light.
3. 1ee" the electric iron on to the last "iece of cloth you &ill "ress.
4. +et the &ater gush from the faucet as you brush you teeth.
5. Fi; the faucet &hen it dri"s.
B. Enumerate one &ay of conserving energy using the different a""liances'
1. light 3. electric fan
2. refrigerator 4. BV79adio
5. Stove
-. ssign(ent
Collect "ictures sho&ing &ays of conserving energy.
How to Conserve Electric Power in your Home
Light:
1. &urn of all unnecessary lights.
2. )lean lam"s or bulbs regularly to get lighter.
'. )hoose better*"erforming and energy saving lights.
+ ,- watt fuorescent tube will "roduce more light than a
1-- watt incandescent bulb at half the energy cost and bulb life
ten times longer.
Cooing:
1. &haw fro.en food thoroughly before cooking/ unless
instructions are to the contrary.
2. +ssemble0"re"are all ingredients before starting to cook. &his
avoids turning your stove of and on.
'. witch your stove to low as food starts to boil. %a"id boiling
does not hasten cooking.
,. &urn of your stove during the last few minutes of cooking.
&here is still enough heat to cook until the food is well done.
1. 2se 3rewood/ coconut husk/ etc/ instead of cooking gas when
"racticable.
!efriger"tor:
1. 4efrost your refrigerator regularly. 5rost acts as an insulating
blanket which causes the motor to work overtime/ resulting in
increased "ower consum"tion.
2. 4on6t leave the refrigerator door o"en longer than necessary.
'. Place the refrigerator far enough from your stove or range so
that it will not be afected by the heat generated from the
cooking
Electric F"n:
1. 2se your electric iron e7ciently. + fat iron consumes more
"ower than a colored television set.
2. When you are almost through ironing a "ile of clothes un"lug
the iron. &here will be enough stored heat in the iron to "ress
the few remaining items.
'. +void heating the iron for 8ust one "iece of clothing to be
"ressed. 9t wastes the heat accumulated in the iron.
#$ "n% !"%io:
1. &urn of your television or radio set if no one is viewing or
listening. :ou6ll save energy and money.
2. 5ollow manufacturer6s guides for the "ro"er maintenance of
your entertainment a""liances for more economical use.
&"ter:
1. 2se water e7ciently. 9t takes energy to "um"/ "urify and
deliver water to your home.
2. 2se a glass of water/ instead of a gushing faucet for brushing
your teeth.
'. 4on6t waste a gallon for cu" full water that you need from the
to".
,. 2se wet rag in washing car instead of a garden hose.
1. ;ever let a faucet dri". !ne dri" a second can waste seven
hundred gallons of water a year. 9f it is hot water/ you are wasting
fuel as well as money.
I. Objectives
State that heat energy can be transferred by conduction
II. #. Subject Matter : Heat Transfer b" *onduction
%. References:
BEC /E+C V. 1.2! ".H
Into the FutureU Science and ealth 6! "". 16$
Energy' Its Forms and Changes! "". 2I$#2IG
Science Ideas:
eat can be transferred from one body to another by means of conduction.
Conduction is the transfer of energy through a substance by direct contact.
Conductors are materials that allo& heat to "ass through them.
Insulators are materials that do not allo& heat to "ass through them.
Science Processes:
Observing! identifying
III. Procedure
#. Revie$
(hy are &heel made of rubber) (hat do &e call these materials)
%. Motivation:
Into &hat materials are most coo*ing materials made of) (hy)
(hat "rotects your hands in handling these materials)
#. ctivit"
a. 2et a glass half#filled &ith hot &ater and a metal s"oon.
b. /ut the s"oon inside the glass of &ater.
c. old the s"oon after a minute or t&o.
J (hat is the tem"erature of the s"oon)
J (here does this heat come from)
J o& did this ha""en)
J (hat "rocess is involved in the transfer of heat)
J If you used a "iece of &ood instead of the metal s"oon! &ill you
feel the heat transfer) (hy)
%. ctivit" &
a. Obtain a metal rod D cm in diameter and about half a meter long.
b. Clam" it at 1 end so that it is in a hori@ontal "osition.
c. Share chi"s of "araffin or candle &a; and "lace them at intervals along
the rod
J (hat ha""ens as the heat is conducted from the end being heated
to the o""osite end)
d. >se a flame to heat the far end of the rod.
e. Sus"end a similar amount of "araffin or candle &a; and e<ual distance
a&ay from the flame.
J (hat do you notice about the &a; sus"ended in air)
J &hat does this sho&)
ctivit" *
1. /ut &ater in a test tube.
2. /lace a "iece of ice *e"t at the bottom of the test tube by a s"ring.
3. eat the middle "art of the test tube.
J (hat ha""ened to the ice at the bottom) (hy)
*. +enerali,ation
o& is heat transferred by means of conduction)
'. !!lication
2ive an everyday situation &hich illustrates conduction.
I-. .valuation
o& heat is transferred from the hot end of a metal rod to the cold end.
-. ssign(ent
Illustrate any of the activities and e;"lain ho& conduction occurred. /lace in
one &hole cou"on bond.
I. Objectives
State that heat energy can be transferred from one body to another through convection
II. #. Subject Matter : Heat Transfer b" *onvection
%. References:
BEC /E+C V. 1.2! ".H
Into the FutureU Science and ealth 6! "". 16$
Energy' Its Forms and Changes! "". 2IH#211
). Materials:
convection bo;! *atol! match! small bottle! hot colored &ater! ta" &ater
Science Ideas:
Convection is the transfer of heat from one "lace to another by the circulation
of gas or li<uid -fluids. due to uneven tem"eratures.
Bhe &arm gas or li<uid rises! &hile the colder gas or li<uid moves do&n in a
continuous "rocess creating a convection current.
Science Processes:
Observing! inferring! e;"erimenting! com"aring
III. Procedure
#. Revie$
eat transfer by conduction.
%. Motivation:
o& do you coo* "or* or chic*en barbecue) o& does the heat from
the burning charcoal reach the meat)
#. ctivit"
a. +ight a candle
b. Blo& it out
c. Observe the smo*e trails
J In &hat direction does it travel) (hy)
%. ctivit" &
a. Fill a small bottle &ith hot colored &ater. Cover it tightly.
b. 2et a bigger Aar and fill it &ith ta" &ater from the faucet.
c. Carefully "lace the small bottle &ith colored hot &ater inside the big
Aar.
J o& does the colored &ater move) (hy)
J (hat is the direction of the movement of &arm &ater and cold
&ater in the bottle) (hy does the &ater move the &ay it does)
ctivit" *
1. /ut sa& dust7 "encil shaving in a bea*er of &ater.
2. +et it boil.
3. %escribe the movement and direction of the sa&dust)
J (here is the source of heat for the bea*er of &ater)
J (hich "art is heated first)
J o& does the sa&dust7"encil shaving move)
J (hy does it move in a "articular &ay)
ctivit" '
1. Study the illustration of a heater installed in a room.
J o& is the room heated)
*. +enerali,ation
o& is heat transferred by means of convection)
'. !!lication
%o you steam fish! meat or vegetables) (hy is this an e;am"le of
convection)
(hat are the advantages of steaming over other methods of coo*ing food)
I-. .valuation
,ns&er briefly'
1. (hat is convection)
2. E;"lain ho& convection ha""ens through fluids.
-. ssign(ent
o& does convection aid in heat transfer in a refrigerator)
I. Objectives
State that heat energy can be transferred from one body to another through radiation
II. #. Subject Matter : Heat Transfer Through Radiation
%. References:
BEC /E+C V. 1.2! ".H
Energy' Its Forms and Changes! "". 21I#211
). Materials:
identical tin cans! gra"hing "a"er! candle
Science Ideas:
9adiation ma*es "ossible the transfer of heat through s"ace by
electromagnetic &aves.
Science Processes:
Observing! inferring! com"aring
III. Procedure
#. Revie$
o& convection occurs &ithin a refrigerator.
%. Motivation:
Bhe sun is 15I million *ilometers a&ay. o& does the heat reach the
earth) (hy do sunbathers sometimes get sunburn)
#. ctivit"
a. 2o out under the sun.
b. ,fter 1I minutes! feel your s*in! the ground! and the obAects in your
surroundings.
J o& do they feel) (hy)
%. ctivit" &
a. old a candle in u"right "osition
b. ,s* someone to light it.
c. (hen the flame is big enough! "lace your hand above it. Observe.
d. 0ove your hand around the flame. Observe.
J o& do you feel &hen you "lace your hand over the candle flame)
J o& do you feel &hen you move your hand around the flame)
J o& does this sho&)
J o& does heat transfer ta*e "lace)
ctivit" *
1. Obtain t&o identical tin cans. Clean them &ell! cut out the to"s and
remove the labels.
2. /aint one of the cans blac* and the other &hite. -or glue blac* "a"er
securely to one! &hite "a"er to the other.
3. Fill each can &ith cool &ater at the same tem"erature.
4. Cover each can &ith cool &ater at the same tem"erature.
5. /lace the t&o cans in the sunlight.
6. ,t intervals of five minutes! use a thermometer to gently stir the &ate
in each can.
$. 9ecord the tem"erature in each can. 9ecord these observations in a
table then ma*e a gra"h of your data.
J (hat is sho&n in the data)
*. +enerali,ation
o& can heat energy be transferred through radiation)
'. !!lication
ave you ever gone cam"ing) Cam"ers get &arm from the fire they build.
o& does the heat of the fire such the cam"ers)
(hat energy is released by the flat iron) (hy)
I-. .valuation
,ns&er briefly' Study the "icture'
1. o& is bibing*a coo*ed)
2. (hat method of heat transfer is involved in the "rocess) E;"lain.
-. ssign(ent
(hat "lace in the /hili""ines uses solar energy to "rovide electricity to homes)
I. Objectives
1. %efine o"erationally s"eed
2. 0easure the s"eed of an obAect in motion
II. #. Subject Matter : S!eed
%. References:
BEC /E+C V.2
Science and ealth 6! "". 1$2#1$5
Into the Future Science and ealth! "".1GI#1G2
). Materials
charts! table for recording of results! "en! sto"&atch! "ing#"ong balls! rulers!
meter stic*
Science Ideas:
1. S"eed is the distance covered by a moving obAect over a "eriod of time.
-S"eed O distance.
time
2. S"eed limit is the range of s"eed in a "eriod of time &herein a moving vehicle is
re<uired to move.
Science Processes:
III. Procedure
#. Revie$
(hat is chemical energy)
%. Motivation: 2ame
Choose ten volunteers as "layers for the game. Bhe t&o teams &ith
five members each must stay in line 3 meters a&ay from the blac*board.
Each "layer &ill run to&ards the blac*board to "aste on the chart a s<uare
bloc*. Bhe ne;t "layers &ill do the same thing. Bhe first grou" to com"lete
the big s<uare &ins. , recorder Aots do&n the time each team finished the
&or*.
%iscuss after the game the main factor that is needed to &in the
game.
&. Lesson Pro!er
#. Presentation
1. 9ead ".1$3 Science and ealth 6.
/resent the follo&ing situations'
%. ctivit" a
1. Choose three "hysically fit "u"ils to com"ete in this 5I#meter
dash.
2. %ra& a 5I#meter line in your school ground. >se a meter stic* to
do this. 0ar* the starting and finish lines.
3. +et the three "u"ils stand on the starting and finish lines. +et the
three "u"ils stand on the starting line.
4. ,ssign someone to hold a flaglet to signal the start of the game and
a sto"&atch to record the result of the race at the finish line.
5. 9ecord the results using the table belo&.
2a(e 'istance Ti(e S!eed
5I meter
5I meter
5I meter
(ho is the fastest runner)
(ho is the slo&est runner)
(hat is their average running activity s"eed)
o& did you get the s"eed of each runner)
ctivit" b
1. %ra& distance#time gra"hs of cars 1!2 and 3 on a "iece of gra"h
"a"er using the data on the table.
2. 0ar* distance units along the side of the "a"er.
3. 0ar* time units along the bottom of the "a"er. >se a different *ind
of line for each car.
Ti(e 9seconds: 'istance 9(eters:
*ar # *ar % *ar )
I I I I
1 3 1 5
2 6 2 1I
3 H $ 15
4 12 G 2I
5 15 15 25
6 1G 21 3I
$ 21 22 35
G 24 24 4I
H 2$ 24 45
1I 3I 24 5I
J Of the three cars! &hich does not travel at a constant s"eed) o& do you
*no&)
J (hich car has the stee"est slo"e) (hat does this line suggest about the
carEs s"eed)
J o& does a line sho&ing changing s"eed com"are &ith a line sho&ing a
constant s"eed)
J ave you observed reminders li*e s"eed limit is GI *m7hr in high&ays)
(hat does it mean)
J (hat is overs"eeding) (hat are the dangers of overs"eeding)
ctivit" c
1. 2et a s"ool of thread and a 5#centavo coin-&ith a hole..
2. Bie the coin to the thread.
3. Insert a "encil through the hole of the s"ool.
4. 0easure a height of 2 metres on the &all. 0ar* this "oint.
5. Stand on a chair and hold the "encil and "ress the s"ool &ith your
thumb so it &ill not move.
6. 9elease the s"ool from the 2#metre mar*.
$. 9ecord the time it ta*es to reach the floor.
G. %o this three times.
H. Com"ute the s"eed for each trial! then find the average s"eed.
Trial 'istance Ti(e S!eed
1
2
3
,verage S"eed
*. +enerali,ation
(hat is s"eed)
o& do &e measure s"eed)
'. !!lication
,. Belo& is a result of a 4II#meter dash during the intramurals of 0artin
8ational igh School. Com"ute the s"eed of the runners. Sho& solutions.
9unner 1 # H minutes
9unner 2 # G.6 minutes
9unner 3 # $.H minutes
9unner 4 # G.H minutes
9unner 5 # G.1 minutes
B. 9ead and ans&er.
1. +ydia de Vega negotiated a 1II#meter distance in 12 seconds. o& fast
could +ydia run)
2. , racing car can run 2II *ilometers "er hour. o& fast can a racing car
run)
3. (hat rules should be follo&ed to avoid un&anted road accidents)
I-. .valuation
0ulti"le Choice' Choose the letter of the correct ans&er.
1. (hich of the follo&ing is true)
1. S"eed is the "roduct bet&een distance and time.
2. S"eed is similar to velocity.
3. S"eed is the distance traveled over a s"ecific "eriod of time.
4. Both a and b.
2. Com"ute the s"eed of the follo&ing toy cars traveling a distance of 5 metres.
a. toy car , O 12.5 seconds
b. toy car B O 15 seconds
c. toy car C O 13.1 seconds
3. :ou &ent on a bus tri" from 0anila to ,ngeles City. It too* you 3 hours to cover
the distance of G4 times. (hat &as your average s"eed)
-. ssign(ent
1. Com"ute the s"eed of a runner &ho can run a 1II#meter dash in 2I seconds and
another in 1H.G seconds. (ho runs faster)
2. , Aee"ney traveled for 3 hours at a s"eed of 4I *m7hr. (hat &as the distance
traveled)
3. , car moving at an average s"eed of 2I *m7hr covered a distance of 22I *m from
one location to another. o& long did the tri" last)
I. Objectives
1. Identify the s"ecific direction of a moving obAect
2. 0easure the velocity of a moving obAect
II. #. Subject Matter : -elocit"
%. References:
BEC /E+C V.2
Science and ealth 6! "". 1$6#1$$
Into the Future Science and ealth! "".1G3#1G5
). Materials
Com"ass! sto"&atch! "encil7"en
Science Ideas:
Velocity is the s"eed of a moving obAect in a s"ecified direction. It is the rate
at &hich an obAect is changing "osition.
Science Processes:
III. Procedure
#. Revie$
(hat is s"eed) o& is it measured)
Com"ute the s"eed of the follo&ing'
a. 0r. +una &al*ed a distance of 14I *ilometers in t&o hours! &hat is
his s"eed)
b. , battery#o"erated toy car traveled a 1I#meter distance in $
seconds. Com"ute the s"eed.
%. Motivation:
Call for a re"resentative to be blindfolded &ith a hand*erchief.
Burn him 5 to 1I times so he &ould be a little di@@y. 1I meters a&ay is a
bo; &hich he should get. Instruct the class to hel" him7direct him by
shouting the direction he should &al* to&ards his destination.
+et the class reali@e the im"ortance of the eyes in seeing the
directions.
&. Lesson Pro!er
#. Presentation
/resent the eight s"ecific directions'
8
8( 8E
( E
S( SE
S
+et the "u"ils locate or identify the s"ecific direction of a given
&al*ing "erson.
Introduce the &ord velocity. /oint out that s"eed has distance and
time as its com"onents &hile velocity has distance! time and a
s"ecific direction.
%iscuss devices used to sho& directions li*e the com"ass and &ind
vanes.
%. ctivit" a
1. 2et a com"ass. +ocate north! then east. 0ar* a "oint on the ground.
From this "oint! measure a distance of 1I meters going east. (al* the
distance. Find the time you &al* the distance using a sto"&atch.
(hat is your velocity)
(hat is your s"eed)
(hat is your direction)
ctivit" b
1. Study the table belo&. Identify the velocity of each moving vehicle.
&us S!eed
90(7hour:
'irection -elocit"
, 4I *m7hour South
B 4I *m7hour 8orth
C 45 *m7hour (est
% 35 *m7hour Southeast
E 45 *m7hour (est
J (hat is the velocity of vehicle ,) B) C) %) E)
J (hich vehicles are running &ith the same s"eed) (ith the
same velocity)
*. +enerali,ation
(hat is velocity)
o& is velocity measured)
'. !!lication
1. Bell &hether the follo&ing situations refer to s"eed or velocity) (hy)
1. 35I *m7hour
2. 12I *m7hour
3. 53m7minute
4. H meters7minute! 8orth
5. 22 *m7hour! 8orth (est
2. Solve for the s"eed and velocity in the follo&ing situations.
a. , car going 8orth ran 12I *m &ithin 4 hrs.
b. , shi" doc*eted at South arbor in 0anila &ent to 0indanao. It too* 25
hours to travel a distance of HI *m.
c. , cyclist &est&ard &as able to travel 4I *m &ithin 4 hours.
d. , man ran 3I *m for 1I hours starting from 0anila going to Bulacan.
e. for 12 hours the bus &as able to run 12I *m going to its destination in the
eastern "art of the country.
J 9ecord your data in the follo&ing table'
/roblem %istance Bime S"eed Velocity
a
b
c
d
e
I-. .valuation
,. In &hat direction does a bus travels if it runs in the o""osite direction)
2. 8orth East
3. (est
4. South East
5. 8orth (est
6. South
B. (hat is the velocity if'
1. Nerry runs 3II meters in 6I seconds to&ard South)
2. , car moving East at 1II *m7hour)
3. , s"eeding car traveling 24I *m7 hour in 2 hours to the 8orth (est)
4. , snail cra&ling to&ards 8orth at %#21 *m7hour)
-. ssign(ent
Illustrate the follo&ing using arro&s.
1. Efren is &al*ing at a s"eed of 2I meter "er minute and he is moving &est.
2. ,my is &al*ing (est&ard &ith a s"eed of 5 meter7 minute.
I. Objectives
1. O"erationally define acceleration
2. Com"ute the acceleration of a moving obAect
II. #. Subject Matter: cceleration
%. References:
BEC /E+C V.2
Science and ealth 6! "". 1$G#1$H
Into the Future Science and ealth! "".1G6#1G$
Materials
S"eedometer or illustrated s"eedometer! chart! "icture
Science Ideas:
1. Bo accelerate means to increase in s"eed.
2. Bo decelerate means to decrease in s"eed.
Science Processes:
Observing! describing! inferring! calculating acceleration
III. Procedure
#. Revie$
(hat is s"eed) (hat is velocity)
%ifferentiate s"eed from velocity.
2ive situations &here s"eed and &here velocity is observed.
%. Motivation:
(hen you are seated in the front seat of a Aee"ney! have you
observed the driver changing the rate of s"eed of his vehicle from time to
time)
Sho& the class a s"eedometer or an illustrated s"eedometer. (hat
are the uses of a s"eedometer) +et them infer that s"eedometer is used to
com"ute7 measure acceleration of a vehicle.
&. Lesson Pro!er
1. Presentation
9ead te;t on "ages 1G6 to 1G$ of Into the Future Science and Health 6.
Study the gra"hs.
%. ctivit" a
Com"lete the table belo& by com"uting the acceleration. Bhese are
changes recorded in a s"eedometer of a vehicle.
,cceleration O final s"eed#initial s"eed
time
TIM. S!eedo(eter
Reading
cceleration
Initial reading made 2I *"h
after 1 minute 25 *"h
after 2 minutes 35 *"h
after 3 minutes 26 *"h
J (hat is acceleration)
J Cite situations &here acceleration could be observed.
J (hen is acceleration a uniform or deceleration)
J (hy should a vehicle accelerate) %ecelerate)
J %iscuss ho& s"eedometer is used in relation to acceleration.
J o& is acceleration measured)
J o& many *m7hr did the s"eed increase after 1 minute) ,fter 2
minutes) ,fter three minutes)
J Is the increase in s"eed during each minute the same)
J o& does a Aee"ney slo& do&n its s"eed)
*. +enerali,ation
(hat is acceleration)
o& is acceleration measured)
'. !!lication
Solve for the acceleration of the follo&ing situations.
1. 0r. Bimothy increases his velocity from HI *ilometer7 hour to 11I *m "er
hour in an e;"ress&ay. (hat is the acceleration)
2. , barrel rolls at initial velocity of 1.2 meter "er second and final velocity
of 4.5 m7sec. If it too* 2.5 minutes before it sto""ed! &hat is its
acceleration)
3. , Aee" is running at a s"eed of 6I m7s. (hat is its acceleration if it ta*es
the Aee" 15 seconds to sto" and "ic* u" "assengers on its route)
I-. .valuation
,. Com"lete the sentence belo&
1. ,cceleration is FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF.
2. %eceleration is FFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFFF.
B. Com"ute for the acceleration
1. , Aee"ney increases its initial velocity of 35.5 *m7hour to 42.5 after 2 hours.
(hat is the acceleration)
-. ssign(ent
,s the traffic light turned green! 0ang ,dor accelerates his ta;i at 1.5 *m7minute.
(hat is the velocity after 3I minutes)
I. Objectives
1. Sho& ho& balance and unbalanced forces affect moving and unmoving obAects
II. #. Subject Matter: &alanced and Unbalanced /orces ffecting Moving and
Un(oving Objects
%. References:
BEC /E+C! V.V. 3.1
e#Science ! Bhe 8e;t 2eneration! "age 1H6
Materials
9o"e! illustration of balanced and unbalanced forces acting on bloc*s
Science Ideas:
(hen forces acting on an obAect are not balanced! motion ta*es "lace in the
direction of the greater force. (hen the forces are balanced! there is no motion.
Science Processes:
I-. Procedure
#. Revie$
%ifferentiate s"eed! velocity and acceleration from one another.
%. Motivation:
,s*' %o you hel" clean your house)
o& do you clean the s"aces under the tables! cabinets and beds)
%o you as* someone to hel" you carry the tables! bed and cabinetsU or do
you "ush or "ull them)
&. Lesson Pro!er
#. ctivit" #
/resent the &ord FO9CE.
+et the "u"ils simulate &hat they thin* force is.
+et them infer that force can either ma*e an obAect move or sto".
%. ctivit" %
a. %ivide the class into 2 grou"s. First grou" &ill consist of the males and
the females &ill be the second grou". +et the grou" "lay =Bug#of#
(ar.?
b. 9egrou" the class so as that each grou" &ill have both males and
females and that both grou"s have strong and &ea* members. +et them
"lay =Bug#of#(ar.?
). ctivit" )
a. 1. (ho &on in the game) (hy)
2. (hy did the other grou" lose)
+et the class infer that one grou" lost because the force a""lied
is lesser.
%iscuss unbalanced forces using the follo&ing illustrations'
%irection of force a""lied
%irection of movement of the obAect
Figure 1' FO9CE 8O FO9CE
Figure 2' 8O FO9CE 8O FO9CE
Figure 3' +ESSE9 29E,BE9
FO9CE FO9CE
Figure 4' 29E,BE9 +ESSE9
FO9CE FO9CE
B+OC1 1
B+OC1 2
B+OC1 3
B+OC1 4
(hat ha""ens to the bloc* as the force7s is 7 are a""lied to them)
+et the "u"ils infer that the obAect &ill move in the direction of the greater
force.
b. 1. (hich grou" &on the = tug#of#&ar)? (hy)
2. (hy is there no &inner in the game)
+et the class infer that balanced forces acting on an obAect
can ma*e the obAect not move7sto".
+et them understand balanced forces using the illustrations.
Figure 1' FO9CE 8 FO9CE 8
Figure 2' FIVE FIVE
8E(BO8S 8E(BO8S
Figure 3' FO9CE , FO9CE ,
(hat &ill ha""en to each bloc* as 2 e<ual forces are a""lied to it in
o""osite directions)
*. +enerali,ation
o& do unbalanced forces affect obAects)
o& do balanced forces affect obAects)
'. !!lication
1. Choose 2 "u"ils to "lay =arm &restling? Observe &ho &ins the game. (hy)
2. Call 2 "u"ils to stay in o""osite sides of a table. +et them "ush the table
to&ards each other. %id the table move) (hy or &hy not)
I-. .valuation
>sing illustrations shoe ho& balanced and unbalanced forces affect obAects.
-. ssign(ent
Cite e;am"les7evidences that unbalanced forces can ma*e an obAect move.
B+OC1 3
B+OC1 1
I. Objectives
1. Identify the forces that "ull an obAect a&ay from and to&ards the center of the
circle
II. #. Subject Matter : *entrifugal and *entri!etal /orce
%. References:
BEC /E+C V. 3.1
Science and ealth 6! "". 1G5#1G6
Into the Future Science and ealth! "".1HI#1H1
). Materials
(asher! string! illustrations sho&ing forces acting on a moving obAect in a
circle.
Science Ideas:
1. Centrifugal force dra&s the obAect moving in a circle a&ay from the center.
2. Centri"etal force "ulls the obAect moving in a circle to&ards the center.
3. Centri"etal and centrifugal forces are e<ual and act in o""osite directions!
e;erting balanced forces and enabling the obAect to remain in a circular motion.
Science Processes:
III. Procedure
#. Revie$
%escribe the "ossible movements of an obAect &hen unbalanced
forces act on it)
o& does balanced forces affect obAects)
%. Motivation:
a. (ho among you tried to ride on a merry#go#round) %escribe your
e;"eriences during your ride.
Inform the class that &hen they rode the merry#go#round thy
did not fall do&n nor thro&n a&ay because of forces acting on
them. Bhese forces *e"t them move in a circular motion as they
are seated in the merry#go#round.
b. (hy does a car heading at full s"eed to&ards a curved or &inding
section stay on the road and not off it)
&. 'evelo!(ental ctivit"
#. Presentation
9ead "ages 1G5 and 1HI of Science and ealth and Into the
Future Science and ealth 6 res"ectively.
%. ctivit" a
-Bo be done in an o"en area..
1. Bie a &asher to one end of a one#meter string. (hirl it over your
head to maintain a circular "ath several times. 0a*e sure you hold
the end of the string firmly.
J (hat do you feel &ith the string)
J (hat did you feel &hen you &hirl the string &ith a &asher tied
in the end)
J (hat do you thin* &ill ha""en if you let go of the string) (hy
do you thin* this &ill ha""en) (hat is the direction of this
force)
J (hat do &e call this force)
J (hat is centri"etal force) (hat is centrifugal force)
J o& does centri"etal force affect the &hirling &asher)
J o& does centrifugal force affect the &hirling &asher)
+et the class infer that the centri"etal force -"ull of the
string. and the centrifugal force -"ull of the &asher. are
e<ual so there is a balance of forces &hich *ee" the &asher
and the string together in a circular motion..
*. +enerali,ation
(hat forces "ull an obAect a&ay from and to&ards the center of a circle)
o& does centri"etal and centrifugal forces maintain the movement of an
obAect in a circular motion)
'. !!lication
E;"lain ho& centrifugal and centri"etal affect the movements in the
follo&ing situations'
1. "lanets revolving around the sun in a circular "ath.
2. s"inning tub of a &or*ing &ashing machine
3. blender &ith the blades s"inning stra&berry! ice! and sugar.
4. cyclist turning around a curved "ath.
I-. .valuation
Identify &hat is being as*ed.
,. Identify &hat is being as*ed.
FFFFFFFFF 1. Bhis is the in&ard force "ulling an obAect in a circular motion.
FFFFFFFFF 2. Bhis is the out&ard "ull acting on an obAect in a circular
motion.
B. E;"lain
o& does centrifugal and centri"etal forces *ee" and obAect move in a
circular manner instead of flying off)
-. ssign(ent
,s a ta;i a""roaches a curve! the driver slo&s do&n. o& does this hel" the
"assengers in the ta;i)
I. Objectives
1. E;"lain &hat inertia is
2. Sho& that a body at rest tends to remain at rest and a body in motion tends to be
in motion unless an outside force is a""lied on it
II. #. Subject Matter : Inertia
%. References:
BEC /E+C V. 3.2
Science and ealth 6! "age 1G4
e#Science ! Bhe 8e;t 2eneration I! "ages 1I4#1I5
). Materials
meter stic* or ta"e measure! clinical &eighing scale! ball! to"! toy car! "icture
Science Ideas:
Inertia is the tendency of an obAect to remain at rest and an obAect in
motion to maintain its velocity until an e;ternal force acts on it.
Science Processes:
III. Procedure
#. Revie$
%ifferentiate centri"etal from centrifugal force.
In a turning anemometer! &hich is the centri"etal force) (hich is
the centrifugal force)
%. Motivation:
+et the "u"ils narrate their e;"eriences of being thro&n bac*&ards
&hen a vehicle they are in suddenly starts or ho& they &ere Aer*ed
for&ard &hen the vehicle suddenly sto"s.
From the "u"ilsE e;"eriences! "resent the &ord I8E9BI,. Bell them
that inertia is related to their sudden movement &hen a vehicle
suddenly sto"s or suddenly starts.
&. 'evelo!(ental ctivit"
#. ctivit" a
1. /ut the ball! to"! and toy car on the table.
2. %onEt disturb them for a fe& minutes
J (hat have you observed) %id the obAects move) (hy)
J (ill these obAects change "osition or move if no outside force
disturbs them)
3. 9oll the ball on a smooth floor.
J o& does the ball move)
J %oes it *ee" the same course)
J %oes it *ee" moving) 0easure ho& far it rolls.
J ,fter some time! &hy did the ball sto" moving)
J (hat force caused it to sto")
4. +et the to" s"in. (hile s"inning! touch it.
J (hat ha""ened &hen you touched the to" &hile it &as s"inning)
5. (atch the toy car run. Bouch it &hile it is running.
J (hat ha""ened to the car &hen you touched it)
J (hat &ere demonstrated in these activities)
%. ctivit" b
a. obAective' Bo investigate ho& inertia resists sudden changes in an
obAect.
Materials: meter stic* or ta"e measure! clinical &eighing scale
Procedure:
1. Select 2 "eo"le from the grou" "referably &ith a
distinguishable difference in mass. 2et the mass of each "erson
using a scale.
2. , s"rint test &ill be used to test the inertia of the t&o "ersons.
Bhey &ill be tested one at a time. ,ssign a starting line for the
test. >n*no&n to both runners! randomly assign a finish line
for each runner. ,nother member of the grou" &ill be giving
the orders. e is the rules "erson.
3. , runner &ill no& "roceed to the starting line. (hen the rules
"erson shouts! =2O!? this runner &ill run at F>++ S/EE%.
4. (hen the runner reaches his7her assigned finish line! the rules
"erson &ill immediately shout =SBO/? and the runners should
sto" immediately. >se the meter stic* to determine the distance
from the finish line to the "oint &here the runner sto""ed.
5. 9e"eat the same ste"s for the second runner.
'T SH..T
2a(e of Runner Mass 90g: Sto!!ing 'istance 9(:
). ctivit" c
a. 1. (hat is the mass of runner 1) (hat is his7her sto""ing distance)
2. (hat is the mass of runner 2) (hat is his7her sto""ing distance)
3. (hat &as your basis for determining &ho has a greater inertia)
4. o& is mass related to inertia)
+et the class infer that mass is one factor that ma*es u" inertia.
Bhe more mass an obAect has! the more inertia that obAect &ill
"ossess.
E;am"le' ,n em"ty sho""ing cart can be moved more
easily and can be sto""ed &ith greater ease than a sho""ing
cart full of groceries. (hy)
*. +enerali,ation
(hat is the +a& of Inertia)
'. !!lication:
(rite I9 if the situation demonstrates inertia at rest and I0 if inertia in motion.
1. , runner continues to run although he has reached the finish line.
2. /eo"le inside a running bus move for&ard then bac* to their former "osition
as the bus suddenly sto"s.
3. , bicycle *ee"s on moving even if if is not "edaled anymore.
4. , boo* has been lying on the table for a &ee*.
5. , boy is slee"ing soundly in bed.
6. Bhe yoyo *ee"s moving u" and do&n as the "layer moves his7her hand in the
same direction.
$. Bhe ball is on the table.
G. Bhe "endulum is not s&aying.
H. Bhe &ater inside a glass *ee"s on s&irling even if you have sto""ed stirring.
I-. .valuation
,ns&er briefly'
1. (hat is the la& of inertia)
2. In &hat vehicle &ould you readily feel a sudden start or sto"! a tricycle or a bus)
(hy)
-. ssign(ent
(hy do accidents ha""en along railroads)
(hy canEt trains sto" immediately even if the driver has already seen somebody
crossing)
I. Objectives
1. Identify factors affecting acceleration of obAects
2. E;"lain and sho& that mass and sha"e of an obAect affect its movement
II. #. Subject Matter : Mass and Sha!e in Relation to cceleration
%. References:
BEC /E+C V. 3.3
Science and ealth 6! "age 1G2
). Materials
marbles! toy carts! string! table! "ans! a "ulley
Science Ideas:
0ass and sha"e affect acceleration. Bhe more mass the obAect has! the harder
for it to accelerate. Bhe lesser mass! the easier for it to accelerate.
Science Processes:
III. Procedure
#. Revie$
(hat is inertia)
2ive e;am"les that e;"lain inertia.
%. Motivation:
+et t&o "u"ils! "referably a fat and a slim "u"il! to have a race. ,ssign
another t&o "u"ils to record the runnersE finishing time. Com"are the
results.
(ho runs faster) (hy)
&. Lesson Pro!er
#. ctivit" #
Bell the class that the fatter "u"il runs slo&er because his7her mass is
affecting her movement unli*e the slim "u"il that he7she can carry his7
her body &hen he7she runs. Bell them that mass is one factor that
affects the acceleration of an obAect.
%. ctivit" %
a. 1. 2et a toy cart! a "iece of string measuring 24 inches! a "ulley! a
light "an &ith holder and 3I marbles of e<ual si@es.
2. ,ttach the "ulley at the edge of the table. Bie one end of the string
to the toy cart! then insert the other end of the string
through the groove of the "ulley and attach it to the "an.
3. /lace the fifteen marbles in the "an and another 15 marbles in the
toy cart.
4. Slo&ly remove one marble at a time from the toy cart. (hat
ha""ens)
). ctivit" )
a. 1. (hat is mass) o& is it measured)
2. %escribe the mass of the "an &ith 15 marbles and the toy cart &ith
15 marbles.
3. (hat ha""ens &hen you slo&ly remove a marble from the toy
cart) (hat does this im"ly)
4. +et the class infer that the more mass the obAect has! the harder for
it to accelerate. , larger amount of force &ill be needed to ma*e an
obAect &ith more mass move.
2ive more e;am"les'
a. fully loaded Aee"ney vs. an em"ty Aee"ney
b. fully loaded cart vs. a half#loaded one.
c. small cabinet vs. a big cabinet
(hich of the e;am"les &ill accelerate more if a force is a""lied on them)
(hich is easier to move! a round obAect or a "olygonal) (hy)
*. +enerali,ation
(hat factor can affect the acceleration of an obAect)
o& do mass and sha"e affect acceleration of obAects)
I-. .valuation
,ns&er the follo&ing correctly.
1. (hat are the t&o factors that can affect the acceleration of an obAect)
a. FFFFFFFFFFFFFF
b. FFFFFFFFFFFFFF
2. o& does mass affect acceleration)
3. o& does sha"e affect acceleration)
-. ssign(ent
Cite 2 e;am"les sho&ing that mass affect acceleration and 2 e;am"les sho&ing
ho& the sha"e of an obAect affects its movement.
I. Objectives
2. Sho& that e;ternal conditions affect the movement of obAects e.g. friction! air
"ressure
II. #. Subject Matter : .>ternal *onditions that ffect cceleration of Objects
%. References:
BEC /E+C V. 3.4
Science and ealth 6! "ages 1G2#1G3
). Materials
t&o "ieces of "a"er of the same si@e! a small bloc* of &ood! a string! a s"ring
scale
Science Ideas:
1. ,cceleration could be affected by e;ternal conditions li*e friction and air
"ressure.
2. Friction is a resistance caused by t&o surfaces rubbing together.
Science Processes:
III. Procedure
#. Revie$
(hat is mass)
o& does it affect acceleration)
%. Motivation: s0:
ave you tried "ulling heavy furniture)
Can you "ull or "ush it alone or do you need someone to hel"
you "ull or "ush it)
,s* &ho among them are tract and field athletes. Is it easy to
&in the race) (hy)
&. Lesson Pro!er
#. ctivit" #
Bell the class that aside from the mass and sha"e! e;ternal conditions
li*e friction and air "ressure could also affect the acceleration of an
obAect.
>nloc* the terms friction and air "ressure.
%. ctivit" %
a. 1. 2et a small bloc* of &ood. Bie a string around it. ,ttach a s"ring
scale to the string. /lace a bloc* of &ood on a table.
2. /ull the bloc* of &ood across the table. 9ecord the force used to
"ull the bloc* of &ood.
3. /lace the bloc* of &ood on the ground. /ull it. 9ecord the force
used.
b. 1. 2et t&o "ieces of "a"er of the same si@e.
2. Crum"le one "iece into a small ball.
3. old the crum"led "a"er in one hand and the other uncrum"led
"a"er hori@ontally in the other hand.
4. Stand on a chair! and then dro" the t&o "ieces of "a"er from the
same height at the same time.
5. (hich reached the floor first) (hy)
). ctivit" )
a. 1. o& much force did you e;ert to "ull the bloc* of &ood on the
table) on the floor)
2. Com"are the te;ture of the table and the floor.
3. (hy is it easier to "ull the bloc* of &ood on the table than on
the floor)
4. (hat affected the "ulling of the bloc* of &ood) E;"lain.
5. +et the "u"ils infer that it ta*es more force for an obAect to
accelerate on a rough and bum"y surface on a smooth
ground.
b. 1. %escribe the crum"led and uncrum"led "a"er.
2. (hich has more surface area e;"osed to the air) (hich has l
lesser surface area)
3. %escribe the movement of the 2 "a"ers &hen you let it fall to
the ground.
4. (hich reached the floor first) (hy)
5. +et the "u"ils infer that the lesser surface e;"osed! the lesser
friction bet&een it and the air! therefore it dro"s fasterU the
more surface e;"osed to the air! the more friction bet&een
it and the airU therefore it dro"s slo&er.
*. +enerali,ation
(hat factors affect the movement of obAects)
o& does friction and air "ressure affect the movement of obAects)
'. !!lication
1. o& is friction hel"ful in the follo&ing situations)
a. a driver ste"s on the bra*es to ma*e the bus sto")
b. soldier Aum"s out of a helico"ter &ith his "arachute.
2. o& does air "ressure affect the movement of a runner)
I-. .valuation
,. 9earrange the Aumbled letters to come u" &ith the factors that affect the
movement of obAects.
1. sasm O
2. foricnit O
3. ria"ssruee O
4. has"e O
B. Sho& by giving e;am"les ho& friction and air "ressure affect the movement of
an obAect.
-. ssign(ent
(rite your "rediction if there &ere no friction.
I. Objectives
1. %efine motion o"erationally
2. E;"lain &hat distance and time are
II. #. Subject Matter : Motion? 'istance? and Ti(e
%. References:
BEC /E+C V.2! ".H
Science and ealth 6! ". 1$I#1$2
). Materials:
real obAects! any movable obAect
Science Ideas:
0otion is a change in "osition of an obAect &ith res"ect to a fi;ed "oint called
reference "oint.
Bhe "ath is the direction an obAect moves.
%istance is the length bet&een t&o "oints. It is measured metric units.
Bime is a duration described in terms of seconds! minutes! hours! days and
years.
Science Processes:
Observing! e;"erimenting! describing! com"aring! measuring
III. Procedure
#. Revie$
%. Motivation:
Su""ose you are sitting on a chair by the &indo& and someone *noc*s
at the door. (hat do you do) %id you change your "osition)
+oo* at this toy car. -moves the toy car. %id it move) %id it change its
"osition)
#. ctivit"
a. Study the "ictures! ". 1$1 Science and ealth 6.
J (hich obAect moved in "ictures ,) B) o& did you *no&)
J (hat direction or "ath did the obAect move in "icture ,) B)
J (hat is the reference "oint in "icture ,) B)
ctivit" &
1. 2et a ruler
2. 0easure the distance bet&een "oints , and B! ". 1$2 Science and
ealth 6
J (hat unit of measure did you use)
J If you are as*ed to measure the distance bet&een your room and
the school gate! &hat unit of measure &ill you use) (hy)
J o& about the distance bet&een your home and the school)
ctivit" *
J o& long does it ta*e the earth to rotate on its a;is) Bo revolve around
the sun)
J If you star &al*ing from home at 6'II oEcloc* in the morning and
reach your school at $'II oEcloc* in the morning! ho& long did it ta*e
you to &al*)
*. +enerali,ation
(hat is motion! distance! time)
'. !!lication
%emostrate motion. 2ive your reference "oint! the distance traveled and the
duration of motion.
I-. .valuation
Fill in the blan*s &ith the correct ans&er.
1. Bhe length bet&een t&o "oints is called FFFFF.
2. Bhe direction in &hich an obAect moves is called its FFFFF.
3. Bhe change in "osition of an obAect com"ared to a reference "oint is
calledFFFF.
4. %istance is measured in FFFFF
5. Bime tells ho& long it ta*es you to do something. Bhis sho&s that time has
FFFFFF.
-. ssign(ent
Cite a s"ecific e;am"le sho&ing that &henever an obAect is moved! distance and
time are involved.
I. Objectives
2. E;"lain that the force of an obAect affects its movements
II. #. Subject Matter : Ho$ /orce ffects cceleration
%. References:
BEC /E+C V.3.1! ".H
Science and ealth 6! ". 1GI#1G1
Energy' Its Forms and Changes! "". 154#155
). Materials:
toy cart! string! "ulleys! light "an! marbles! boo*! s"ring scale
Science Ideas:
Force is anything that changes the s"eed or directions of moving obAects.
Force is the act of "ushing or "ulling an obAect
Bhe larger the unbalanced force on an obAect! the greater is the change in
s"eed.
2ravity is the force that attracts all matter to&ard the center of the earth.
(eight is the measurement of the force of gravity. Bhe unit of &eight measure
is the 8e&ton -8..
Science Processes:
Observing! e;"erimenting! identifying
III. Procedure
#. Revie$
%. Motivation:
a. -+et somebody get a chain and "ush it.. (hat ha""ened to the chair)
(hat caused the chair to move)
b. +oo* at the "ictures. o& do they start moving)
#. ctivit"
a. 2et a toy cart! a "iece of string 24 inches! a "ulley! a light "an &ith
holder and $ to 1I marbles of e<ual si@es.
b. ,ttach the "ulley at the edge of a table.
c. Bie one end of the string to the toy cart then insert the other end of the
the string through the groove of the "ulley then attach it to the "an.
d. /lace a marble on the "an.
J (hat ha""ens)
e. ,dd one marble at a time.
ctivit" &
1. Bie a string around a boo*.
2. ,ttach the string to the hoo* of the s"ring scale.
3. /ull the s"ring scale u".
J (hat forcer act on the boo*)
4. 9ecord the amount of force sho&n on the scal&.
J o& much force did you use to lift the boo*)
*. +enerali,ation
o& can force affect acceleration)
'. !!lication
1. If you are riding your bicycle and you &ant to go faster! &hat should you do)
(hy)
2. (hy do you find it difficult to ride your bicycle u"&ard on a slo"e of a
mountain)
I-. .valuation
,ns&er briefly'
1. o& can force affect acceleration)
-. ssign(ent
2ive a s"ecific e;am"le on ho& force affects acceleration.
I. Objectives
1. E;"lain that mass of an obAect affects its movement
II. #. Subject Matter : Ho$ Mass ffects cceleration
%. References:
BEC /E+C V.3.3! ".1I
Science and ealth 6! ". 1G2
Energy' Its Forms and Changes! "". 154#156
). Materials:
marbles! t&o similar carts! rubber band! flat board7surface
Science Ideas:
0ass measures the &eight of an obAect. It is measured in *ilogram.
(hen forces acting on t&o obAects are e<ual! the obAect &ith less mass has
greater acceleration than the obAect &ith the greater mass.
Science Processes:
Observing! identifying! e;"erimenting! inferring
III. Procedure
#. Revie$
o& does force affect acceleration)
%. Motivation:
Study the "icture.
:our &eight on the moon is about 176 of your &eight on earth.
Bherefore! if you &eigh 54 *g on earth! you &ould &eigh only H *g on
the moon. %oes that mean that 576 of you has disa""eared) 8oV you
have the same <uantity of s*in! bones! muscles! teeth and hair. But
since the gravitational attraction of the moon is only 176 of that on
earth! your &eight on the moon is 176 of that on the earth. :our mass
remains the same although your &eight is much less on the moon than
on the earth.
(hat is the difference bet&een mass and &eight)
#. ctivit"
a. 2et a toy cart! a "iece of string 24 inches! a "ulley! a light "an &ith
holder and $ to 1I marbles of e<ual si@es.
b. ,ttach the "ulley at the edge of a table.
c. Bie one end of the string to the toy cart then insert the other end of the
the string through the groove of the "ulley then attach it to the "an.
d. /lace ten marbles each in the toy cart and in the hanging "an.
e. Slo&ly remove one marble at time from the toy cart.
ctivit" &
1. 2et t&o identical toy carts! rubber bands and a flat! even surface.
2. /lace t&enty marbles in one cart and leave the other cart em"ty.
3. ,ttach a rubber band to each cart.
4. Stretch each rubber band to a fi;ed "oint.
5. 9elease both carts at the same moment.
J (hat ha""ens)
J (hich cart seems to move more ra"idly than the other)
J (hat can you infer about the mass of the carts in relation to
acceleration)
*. +enerali,ation
o& does mass affect acceleration)
'. !!lication
(hich accelerates slo&er! a ten &heeler truc* or a Aee"ney) (hy)
I-. .valuation
,ns&er briefly'
1. , vegetable delivery truc* loaded &ith "otatoes left Buguias at midnight
&hile the farmer traveled in his Aee"ney. (ho do you thin* arrived earlier)
(hy)
-. ssign(ent
Cut7dra& "ictures of ho& mass affects acceleration. E;"lain the dra&ing.
I. Objectives
E;"lain that friction affects the acceleration of an obAect
II. #. Subject Matter : Ho$ /riction ffects cceleration
%. References:
BEC /E+C V.3.4! ".1I
Science and ealth 6! ". 1G2#1G3
). Materials:
2 "ieces of "a"er! small bloc* of &ood! s"ring scale! sand "a"er
Science Ideas:
Friction is a resistance caused by t&o surfaces rubbing together.
Friction slo&s do&n or sto"s the motion of a moving obAect.
Science Processes:
Observing! identifying! e;"erimenting! inferring
III. Procedure
#. Revie$
o& mass affects acceleration.
%. Motivation:
o& does the leaf fall to the ground)
(hat do you observe about most of our barangay roads) ,re they
cemented)
o& does a Aee"ney travel along a bum"y road) (hat do you
e;"erience)
#. ctivit"
a. 2et a small bloc* of &ood.
b. Bie a string around it.
c. ,ttach a s"ring scale to the string.
d. /lace the bloc* of &ood on a fi;ed "oint in the table.
e. /ull the bloc* of &ood across the table.
J (hat force is used to "ull the bloc* of &oo*)
f. /lace the same bloc* of &ood on the ground7sand"a"er on a fi;ed
"oint as the first activity.
g. /ull the bloc* of &ood across the table7ground.
J (hat is the force used to "ull the bloc* of &ood)
J ,re the t&o amounts of forces the same)
J (hich activity needed more force to "ull the bloc* of &ood)
(hy)
ctivit" &
1. 2et t&o "ieces of "a"er of the same si@e.
2. Crum"le one "iece into a small ball.
3. old the crum"led "a"er in one hand and the uncrum"led "a"er
hori@ontally in the other hand.
4. Stand on a chair7table! and then dro" the t&o "ieces of "a"er from the
same height at the same time.
J (hich reaches the floor first) (hy)
J (hy is the movement of the uncrum"led "a"er slo&ed do&n)
J (hat do you thin* &ould ha""en if there is no friction)
*. +enerali,ation
o& does friction affect acceleration)
'. !!lication
(hat "roduces friction in moving vehicles) If there &ere no bra*es to
"roduce friction! &hat do you thin* &ould ha""en to vehicles)
I-. .valuation
,ns&er briefly'
1. (hy is more force needed to "ull a vehicle along a bum"y road)
2. E;"lain ho& friction affects acceleration.
-. ssign(ent
Illustrate ho& friction affects acceleration. E;"lain.

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